The NOAA Ocean Exploration program strives to engage broad audiences to enhance America’s environmental literacy through the excitement of ocean discovery. Increasing this literacy requires high-quality, effective collaborations between ocean explorers and America’s teachers. NOAA is forming such collaborations to reach out in new ways to the public to improve the literacy of learners with respect to ocean issues. This Web site provides an innovative way for students of all ages to learn about the oceans by offering near real-time access to a series of multidisciplinary ocean explorations. It also provides compelling imagery, video, and topical essays related to the ocean. This particular section of the site offers formal education materials. http://oceanexplorer.noaa.gov/edu/welcome.html http://www.oceanexplorer.noaa.gov/include/images/ocean_explorer_podcast_100.jpg http://oceanexplorer.noaa.gov/edu/welcome.html **********************2012********************** ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12fire/background/edu/media/microbmats_56.pdf Submarine Ring of Fire 2012 Expedition <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Ecological role of microbial mats in hydrothermal vent ecosystems (Life Science) </h2> </h2> </i> </strong> Students plan an investigation using a model ecosystem to explain some of the components of an anaerobic ecosystem, and construct explanations for the potential role of microbial mats in hydrothermal vent ecosystems. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12fire/background/edu/media/boilinghot_78.pdf Submarine Ring of Fire 2012 Expedition <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Effects of temperature and pressure on solubility and phase state (Physical Science/Earth Science) </h2> </h2> </i> </strong> Students use conceptual models of matter to explain the effect of temperature and pressure on solubility and phase state, and construct explanations for observed chemical phenomena around deep-sea volcanoes that are consistent with principles of solubility and phase state. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12fire/background/edu/media/magma_912.pdf Submarine Ring of Fire 2012 Expedition <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Volcanic processes at convergent tectonic plate boundaries (Physical Science/Earth Science) </h2> </h2> </i> </strong> Students analyze and interpret data to construct explanations for processes that form volcanoes at convergent tectonic plate boundaries, and for the role of water in these processes. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12arctic/background/edu/benthos78.pdf Russian-U.S. Arctic Census 2012 Expedition <strong> Grades 7-8 (with adaptions for grades 5-6 and 9-12) </strong> <br/> <strong> <i> <h2> Focus: Benthic invertebrate groups in the Arctic Ocean </h2> </h2> </i> </strong> Students will explain how aspects of structure and function are involved with common feeding strategies used by benthic animals in the Arctic Ocean; discuss patterns in interdependent relationships between groups of animals in Arctic benthic communities; and discuss how changes in the Arctic environment may affect biodiversity in Arctic benthic communities. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12midatlantic/background/edu/media/dwc12_lander56.pdf Deepwater Canyons 2012 Expedition <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Buoyancy (Physical Science; Engineering Design) </h2> </h2> </i> </strong> Students calculate buoyant forces that would be expected to act on hypothetical benthic landers; and design and build model benthic landers with specified characteristics using the engineering design process. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12midatlantic/background/edu/media/dwc12_weird78.pdf Deepwater Canyons 2012 Expedition <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Biological organisms in cold-seep communities (Life Science) </h2> </h2> </i> </strong> Students describe major features of cold-seep communities, including at least five organisms typical of these communities; infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment; describe in the process of chemosynthesis in general terms; and contrast chemosynthesis and photosynthesis. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12midatlantic/background/edu/media/dwc12_feeding912.pdf Deepwater Canyons 2012 Expedition <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Effect of water currents on food capture in corals (Life Science) </h2> </h2> </i> </strong> Students describe at least two ways in which current flow may affect food capture by particle-feeding organisms; explain how interactions between current flow and the morphology of a particle-feeding organism may affect the organism’s ability to capture food; and identify at least two environmental factors in addition to current flow that may affect the morphology of reef-building corals. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12lophelia/background/edu/media/loph12_coralsgrow.pdf Lophelia II 2012 Expedition <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Growth and structure of Lophelia coral colonies </h2> </h2> </i> </strong> Students plan and carry out an investigation using models to explain how the branching structure of Lophelia coral colonies may affect the corals’ ability to take in food; communicate results of this investigation and cite evidence to support inferences about the relationship between structure of Lophelia coral colonies and the feeding function of individual coral polyps; and analyze and interpret data from photographic images to estimate the growth rate of Lophelia coral colonies. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12lophelia/background/edu/media/loph12_notquite.pdf Lophelia II 2012 Expedition <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Meiofauna associated with Lophelia coral reefs </h2> </h2> </i> </strong> Students analyze and interpret data on the abundance and density of meiofauna to identify patterns that may be associated with interactions between these animals and nonliving components of Lophelia coral reefs; and construct explanations that explain how changes resulting from the growth of Lophelia corals affect the biodiversity of meiofauna in Lophelia coral ecosystems. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/11bermuda/background/edu/media/bdwc11_livingincave.pdf Lophelia II 2012 Expedition <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Connectivity of Lophelia coral populations </h2> </h2> </i> </strong> Students analyze and interpret genetic data from populations of Lophelia corals to identify patterns that indicate how closely these populations are related; use results of this analysis as evidence to explain flows and conservation of genetic material between Lophelia coral populations, and how this explanation could be used to select effective strategies for protecting biodiversity among Lophelia corals; and explain how the presence of both sexual and asexual reproduction in Lophelia corals affects the stability of Lophelia reef ecosystems and natural selection among populations of these corals. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/12chile/background/edu/media/sonofabe.pdf INSPIRE: Chile Margin 2012 Expedition <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Autonomous Underwater Vehicles </h2> </h2> </i> </strong> Students will discuss the advantages and disadvantages of using underwater robots in scientific explorations; discuss ways in which the design of the AUV Sentry has improved on the design of the AUV ABE; and given a specific exploration task, will identify key design requirements for a robotic vehicle that is capable of carrying out this task and describe practical approaches to meet identified design requirements. Optionally, students will construct a robotic vehicle capable of carrying out an assigned task. <br/> <br/> <h1> </h1> ___________________________________________________________________ **********************2011********************** http://oceanexplorer.noaa.gov/explorations/11bermuda/background/edu/media/bdwc11_dancingrobot.pdf Bermuda Deep Water Caves 2011 Expedition <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Force and motion (Physical Science) </h2> </h2> </i> </strong> Students describe the motion of an object in terms of position, direction, and speed; compare and contrast six types of movement; and design a thruster system that could provide a remotely operated vehicle with forward/reverse, lateral, vertical, and rotational movements. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/11bermuda/background/edu/media/bdwc11_livingincave.pdf Bermuda Deep Water Caves 2011 Expedition <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Life in anchialine and marine caves (Biology/English Language Arts (Technical Reading)) </h2> </h2> </i> </strong> Students compare and contrast anchialine and marine caves, describe the biological significance of animals that live in these caves, explain why it is important to protect individual caves from destruction or pollution, and describe some of the precautions that scientists must take when studying these caves. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/11bermuda/background/edu/media/bdwc11_dopplerdesigns.pdf Bermuda Deep Water Caves 2011 Expedition <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Doppler effect (Physical Science/Physics) </h2> </h2> </i> </strong> Students explain the Doppler effect, describe how the Doppler effect can be used to measure current velocity, and compute current velocity from Doppler shift data. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/11maya/background/edu/media/limestone.pdf Exploring the Hidden World of the Maritime Maya 2011 Expedition <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Lifeways of Mayans at Vista Alegre (Life Science/Earth Science/Social Studies) </h2> </h2> </i> </strong> Students discuss the maritime cultural landscape approach, describe some of the interactions between human activities and ecological resources, and explain how garbology may provide clues about these interactions; investigate lifeways in "mainstream" Maya culture during the four periods in which Vista Alegre was occupied, and make inferences about how these might have been different in Vista Alegre based on its geographic setting; use the engineering design process to infer ways that indigenous food sources might have been supplemented through human manipulation of the local environment; and discuss the potential role of maritime trading during each occupation period. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/11maya/background/edu/media/whathappened.pdf Exploring the Hidden World of the Maritime Maya 2011 Expedition <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Benthic communities on continental slopes in the Gulf of Mexico (Life Science) </h2> </h2> </i> </strong> Students discuss the maritime cultural landscape approach, describe some of the interactions between human activities and ecological resources, and explain how garbology may provide clues about these interactions; plot total station data to construct a simplified version of the Vista Alegre site; make inferences about how local hydrology might be related to anthropogenic features at the Vista Alegre site; and discuss how features of the site may reflect the influence of maritime trading activities. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/11maya/background/edu/media/mapping.pdf Exploring the Hidden World of the Maritime Maya 2011 Expedition <strong>u Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Archaeological Surveying (Mathematics/Earth Science) </h2> </h2> </i> </strong> Students discuss the maritime cultural landscape approach, describe some of the interactions between human activities and ecological resources, and explain how garbology may provide clues about these interactions; plot total station data to construct a simplified version of the Vista Alegre site; make inferences about how local hydrology might be related to anthropogenic features at the Vista Alegre site; and discuss how features of the site may reflect the influence of maritime trading activities. </h2> </h2> </i> </strong> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/11newworld/background/edu/media/needles.pdf Exploring the Submerged New World 2011 Expedition <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Underwater Archaeology (Life Science/Archaeology) </h2> </h2> </i> </strong> In this activitiy, students will be able to explain some techniques that archaeologists use to look for paleoamerican settlements on drowned shorelines, to infer and explain shoreline features that may be associated with paleoamerican settlements, and to describe how artifacts retrieved from sinkholes may be interpreted. <br/> <br/> <h1> </h1> ___________________________________________________________________ **********************2010********************** http://oceanexplorer.noaa.gov/explorations/10lophelia/background/edu/media/loph10_van_to_bottom912.pdf 2010 Explorations: Lophelia II 2010: Oil Seeps and Deep Reefs Expedition <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Deep-sea exploration (Life Science/Technology) </h2> </h2> </i> </strong> Students will discuss the advantages and disadvantages of remotely operated vehicles for ocean exploration, describe the general features of the Jason II robot, obtain data from Jason II missions, and analyze these data. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10lophelia/background/edu/media/loph10_hitslopes78.pdf 2010 Explorations: Lophelia II 2010: Oil Seeps and Deep Reefs Expedition <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Benthic communities on continental slopes in the Gulf of Mexico (Life Science) </h2> </h2> </i> </strong> Students will describe benthic communities found at selected sites on continental slopes in the Gulf of Mexico, and explain the possible ecological role of at least three species that are characteristic of these communities. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10lophelia/background/edu/media/loph10_hardbottoms56.pdf 2010 Explorations: Lophelia II 2010: Oil Seeps and Deep Reefs Expedition <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Hardbottom Biotopes in the Gulf of Mexico (Life Science) </h2> </h2> </i> </strong> Students will define and contrast the terms “biotope,” “habitat,” and “ecosystem;” explain what “hardgrounds” are; describe major biotopes associated with hardgrounds in the Gulf of Mexico; and give examples of at least three species associated with each biotope. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10lophelia/background/edu/media/loph10_oxygen912.pdf 2010 Explorations: Lophelia II 2010: Oil Seeps and Deep Reefs Expedition <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Dissolved oxygen in the deep ocean (Chemistry/Life Science) </h2> </h2> </i> </strong> Students will discuss the influence of salinity and temperature on dissolved oxygen in seawater, identify and discuss at least three factors that may affect the concentration of dissolved oxygen in the ocean, and analyze dissolved oxygen measurements to prepare a profile of dissolved oxygen concentration in a water column. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10lophelia/background/edu/media/loph10_connection912.pdf 2010 Explorations: Lophelia II 2010: Oil Seeps and Deep Reefs Expedition <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Relationship of hardground communities in the Gulf of Mexico to physical and chemical environmental features (Life Science/Chemistry) </h2> </h2> </i> </strong> Students will define hardgrounds and explain how they are formed in the Gulf of Mexico, and discuss the relationships between hydrocarbon seeps, chemosynthetic communities, and deep-water coral communities in the Gulf of Mexico. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10lophelia/background/edu/media/loph10_special78.pdf 2010 Explorations: Lophelia II 2010: Oil Seeps and Deep Reefs Expedition <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Biology and ecology of Lophelia corals (Life Science) </h2> </h2> </i> </strong> Students will describe the general biology and morphology of Lophelia corals, explain how these corals contribute to the development of complex communities, identify ways in which these corals are threatened by human activities, and discuss ways in which Lophelia communities are important to humans. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10lophelia/background/edu/media/loph10_oilfloats56.pdf 2010 Explorations: Lophelia II 2010: Oil Seeps and Deep Reefs Expedition <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Properties of oil in water (Physical Science) </h2> </h2> </i> </strong> Students will define the property of density, and explain how this property applies to the behavior of oil and water; compare and contrast solutions, mixtures, and emulsions, and explain how these properties apply when oil and water are combined; define dispersant and discuss how dispersants may influence the impacts of oil on biological organisms. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/lottashakin912.pdf 2010 Explorations: Cradle of the Earthquake: Exploring the Underwater San Andreas Fault 2010 <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Earthquake Prediction (Earth Science) </h2> </h2> </i> </strong> Students will discuss how stresses between tectonic plates can produce earthquakes, describe approaches and limitations to earthquake prediction, and use a model “earthquake machine” to explore hypotheses about earthquakes. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/clues912.pdf 2010 Explorations: Cradle of the Earthquake: Exploring the Underwater San Andreas Fault 2010 <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Sediments as earthquake proxies (Earth Science) </h2> </h2> </i> </strong> Students will define and describe turbidites, explain the concept of earthquake proxies, and interpret model sediment cores. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/sonarsim78.pdf 2010 Explorations: Cradle of the Earthquake: Exploring the Underwater San Andreas Fault 2010 <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Side scan sonar (Earth Science/Physical Science) </h2> </h2> </i> </strong> Students will describe side-scan sonar, compare and contrast side-scan sonar with other methods used to search for underwater objects, and make inferences about the topography of an unknown and invisible landscape based on systematic discontinuous measurements of surface relief. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/weird78.pdf 2010 Explorations: Cradle of the Earthquake: Exploring the Underwater San Andreas Fault 2010 <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Biological organisms in cold seep communities (Life Science) </h2> </h2> </i> </strong> Students will describe major features of cold seep communities, and list at least five organisms typical of these communities. Students will also infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment, describe the process of chemosynthesis in general terms, and contrast chemosynthesis and photosynthesis. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/robot56.pdf 2010 Explorations: Cradle of the Earthquake: Exploring the Underwater San Andreas Fault 2010 <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Underwater Robotic Vehicles (Physical Science) </h2> </h2> </i> </strong> Students will discuss advantages and disadvantages of using underwater robots in scientific explorations, identify key design requirements for a robotic vehicle that is capable of observing bottom-dwelling fishes, and interpret results from a robot-based fish survey. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/puzzle56.pdf 2010 Explorations: Cradle of the Earthquake: Exploring the Underwater San Andreas Fault 2010 <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Plate Tectonics (Earth Science) </h2> </h2> </i> </strong> Students will describe the motion of tectonic plates, compare and contrast three typical boundary types that occur between tectonic plates, describe the motion of plates at the Cascadia Subduction Zone, and explain why these motions may be associated with earthquakes and tsunamis. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10thunderbay/background/edu/media/clues.pdf 2010 Explorations: Thunder Bay 2010: Cutting Edge Technology and the Hunt for Lake Huron’s Lost Ships <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Marine Archaeology </h2> </h2> </i> </strong> Students draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck, and explain at least three types of evidence that could support inferences about the use of maritime technology in ancient cultures. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10thunderbay/background/edu/media/energy.pdf 2010 Explorations: Thunder Bay 2010: Cutting Edge Technology and the Hunt for Lake Huron’s Lost Ships <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Energy conversions (Physical Science) </h2> </h2> </i> </strong> Students learn the basic operation of a steam engine and identify and describe the energy conversions involved in the operation of a steam engine. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10thunderbay/background/edu/media/mystery.pdf 2010 Explorations: Thunder Bay 2010: Cutting Edge Technology and the Hunt for Lake Huron’s Lost Ships <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Marine Archaeology (Earth Science/Physical Science/Social Science) </h2> </h2> </i> </strong> Students draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck; use a grid system to document the location of artifacts recovered from a model shipwreck site; and identify and explain types of evidence and expertise that can help verify the nature and historical content of artifacts recovered from shipwrecks. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10thunderbay/background/edu/media/deathship.pdf 2010 Explorations: Thunder Bay 2010: Cutting Edge Technology and the Hunt for Lake Huron’s Lost Ships <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Marine Archaeology (Earth Science/Physical Science/Social Science) </h2> </h2> </i> </strong> Students draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck; use a grid system to document the location of artifacts recovered from a model shipwreck site; and identify and explain types of evidence and expertise that can help verify the nature and historical content of artifacts recovered from shipwrecks. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10thunderbay/background/edu/media/robot.pdf 2010 Explorations: Thunder Bay 2010: Cutting Edge Technology and the Hunt for Lake Huron’s Lost Ships <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Underwater Robotic Vehicles </h2> </h2> </i> </strong> Students discuss the advantages and disadvantages of using underwater robots in scientific explorations, identify key design requirements for a robotic vehicle that is capable of carrying out specific exploration tasks, describe practical approaches to meet identified design requirements, and (optionally) construct a robotic vehicle capable of carrying out an assigned task. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10thunderbay/background/edu/media/sinking.pdf 2010 Explorations: Thunder Bay 2010: Cutting Edge Technology and the Hunt for Lake Huron’s Lost Ships <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Marine Archaeology (Earth Science/Mathematics) </h2> </h2> </i> </strong> Students plot the position of a vessel given two bearings on appropriate landmarks, draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck, and explain how the debris field associated with a shipwreck gives clues about the circumstances of the sinking ship. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10thunderbay/background/edu/media/hunters.pdf 2010 Explorations: Thunder Bay 2010: Cutting Edge Technology and the Hunt for Lake Huron’s Lost Ships <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Early humans in the Great Lakes region (Anthropology/Earth Science) </h2> </h2> </i> </strong> Students describe alternative theories for how the first humans came to the Americas and explain the evidence that supports or contradicts these theories, explain how exploration of a submerged portion of the Lake Huron coastline may provide additional insights about early human inhabitants of the Great Lakes region, and describe the role of skepticism in scientific inquiry. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10thunderbay/background/edu/media/bigblow.pdf 2010 Explorations: Thunder Bay 2010: Cutting Edge Technology and the Hunt for Lake Huron’s Lost Ships <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Extreme storms in the Great Lakes </h2> </h2> </i> </strong> Students identify and explain factors that contribute to extreme storm conditions in the Great Lakes region, describe the weather systems that produced the Great Lakes Storm of 1913, explain why extreme storms in the Great Lakes region often occur in November, and compare and contrast extra-tropical cyclones, tropical cyclones, and hybrid storms. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/reducedfare.pdf 2010 Explorations: INSPIRE: Chile Margin <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus:Deep-Sea Reducing Environments </h2> </h2> </i> </strong> Students will describe oxidation and reduction, explain the meaning of “reducing environment,” give at least three examples of deep-sea reducing environments, and perform demonstrate a flow of electric current produced by a redox reaction. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/cafe.pdf 2010 Explorations: INSPIRE: Chile Margin <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus:Biochemistry of hydrothermal vents </h2> </h2> </i> </strong> Students will compare and contrast food web energy sources in hydrothermal vent and aerobic environments, and will use models to explain the overall chemistry of autotrophic nutrition. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/plume.pdf 2010 Explorations: INSPIRE: Chile Margin <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus:Hydrothermal Vent Chemistry </h2> </h2> </i> </strong> Students will describe hydrothermal vents, identify changes that they cause to the physical and chemical properties of seawater, and use oceanographic data to recognize a probable plume from hydrothermal activity. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/robot.pdf 2010 Explorations: INSPIRE: Chile Margin <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus:Autonomous Underwater Vehicles/Marine Navigation </h2> </h2> </i> </strong> Students will explain a three-phase strategy that uses an autonomous underwater vehicle (AUV) to locate, map, and photograph previously undiscovered hydrothermal vents, design a survey program to provide a photomosaic of a hypothetical hydrothermal vent field, and calculate the expected position of the AUV based on speed and direction of travel. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/yoyo.pdf 2010 Explorations: INSPIRE: Chile Margin <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus:Using ocean chemistry to locate hydrothermal vents </h2> </h2> </i> </strong> Students will explain the effects of hydrothermal vents on chemical and physical parameters of seawater, and how oceanographers can use these effects to locate hydrothermal vents. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/mapping.pdf 2010 Explorations: INSPIRE: Chile Margin <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus:Bathymetric Mapping </h2> </h2> </i> </strong> Students will create a two-dimensional topographic map from bathymetric survey data, create a three-dimensional model of seafloor topography from a two-dimensional topographic map, and will be able to interpret two- and three-dimensional topographic data. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/aydrothermal.pdf 2010 Explorations: INSPIRE: Chile Margin <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Hydrothermal Vents </h2> </h2> </i> </strong> Students will explain the overall structure of hydrothermal vents and how they are related to the motion of tectonic plates, and will create a model of a hydrothermal vent. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/whenplates.pdf 2010 Explorations: INSPIRE: Chile Margin <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus:Plate Tectonics – Movement of plates, results of plate movement, and the Chile Triple Junction </h2> </h2> </i> </strong> Students will describe the motion of tectonic plates, compare and contrast three typical boundary types that occur between tectonic plates, describe the plate boundaries that occur and the Chile Triple Junction, and explain why a variety of chemosynthetic communities are expected to occur in this area. <br/> <br/> <h1> </h1> ___________________________________________________________________ **********************2009********************** ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09newworld/background/edu/media/landsea.pdf 2009 Explorations: Exploring the Submerged New World <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Watercraft in Paleoamerican Migrations </h2> </h2> </i> </strong> In this activity, students will describe evidence that supports the idea that the initial settlement of North and South America involved watercraft, discuss types of watercraft that might have been involved in new world settlement, and explain at least three advantages and three disadvantages of coastal settlements compared to inland settlements. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09newworld/background/edu/media/landsea.pdf 2009 Explorations: Exploring the Submerged New World <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Watercraft in Paleoamerican Migrations </h2> </h2> </i> </strong> In this activity, students will describe evidence that supports the idea that the initial settlement of North and South America involved watercraft, discuss types of watercraft that might have been involved in new world settlement, and explain at least three advantages and three disadvantages of coastal settlements compared to inland settlements. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09newworld/background/edu/media/puzzle.pdf 2009 Explorations: Exploring the Submerged New World <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Origin of the first humans in the Americas (Anthropology/Earth Science) </h2> </h2> </i> </strong> In this activity, students will be able to describe alternative theories for how the first humans came to the Americas and explain the evidence that supports or contradicts these theories, explain how exploration of a submerged portion of the North American west coast may provide additional insights about the origin of the first Americans, and describe the role of skepticism in scientific inquiry. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09newworld/background/edu/media/breath.pdf 2009 Explorations: Exploring the Submerged New World <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Physics and physiology of SCUBA diving (Physical Science/Life Science) </h2> </h2> </i> </strong> In this activity, students will be able to define Henry’s Law, Boyle’s Law, and Dalton’s Law of Partial Pressures, and explain their relevance to SCUBA diving; discuss the causes of air embolism, decompression sickness, nitrogen narcosis, and oxygen toxicity in SCUBA divers; and explain the advantages of gas mixtures such as Nitrox and Trimix and closed-circuit rebreather systems. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09newworld/background/edu/media/robot.pdf 2009 Explorations: Exploring the Submerged New World <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Marine Archaeology/Marine Navigation (Earth cience/Mathematics) </h2> </h2> </i> </strong> In this activity, students will design an archaeological survey strategy for an autonomous underwater vehicle (AUV); calculate expected position of the AUV based on speed and direction of travel; and calculate course correction required to compensate for the set and drift of currents. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09newworld/background/edu/media/10000yrs.pdf 2009 Explorations: Exploring the Submerged New World <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Lifeways of Paleoamericans (Archaeology/Anthropology) </h2> </h2> </i> </strong> In this activity, students will explain at least two ways that humans migrating from eastern Asia may have settled North and South America, and will make inferences about lifeways of paleoamericans based on an extant 10,000 year-old human culture in southern California. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09newworld/background/edu/media/paleodiving.pdf 2009 Explorations: Exploring the Submerged New World <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Underwater Archaeology of Sinkholes (Physical Science/Archaeology) </h2> </h2> </i> </strong> In this activity, students will be able to explain how sinkholes are formed, why they may be associated with paleoamerican settlements, and how artifacts retrieved from sinkholes may be interpreted. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09newworld/background/edu/media/zoo.pdf 2009 Explorations: Exploring the Submerged New World <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Pleistocene Mammals (Life Science) </h2> </h2> </i> </strong> In this activity, students will be able to describe at least three now-extinct Pleistocene mammals, and explain three theories for why extinction occurred. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09newworld/background/edu/media/karst.pdf 2009 Explorations: Exploring the Submerged New World <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Limestone Landforms and Aquifers (Physical Science/Earth Science) </h2> </h2> </i> </strong> In this activity, students will compare and contrast igneous, sedimentary and metamorphic rocks, and name examples of each. Students will define karst landforms, describe typical features of these landforms, explain processes that shape them, and discuss their relevance to aquifers. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bermuda/background/edu/media/09call.pdf 2009 Explorations Bermuda: Search for Deep Water Caves <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Buoyancy (Physical Science) </h2> </h2> </i> </strong> In this activity, students will be able to define buoyancy, mass, volume, and density, and explain the relationships between these properties. Given the mass and volume of an object, students will be able to calculate the minimum buoyancy required to keep the object afloat in seawater. Students will also be able to explain why objects in seawater are more buoyant than the same objects in fresh water. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bermuda/background/edu/media/09cave.pdf 2009 Explorations Bermuda: Search for Deep Water Caves <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Anchialine cave species (Life Science) </h2> </h2> </i> </strong> In this activity, students will describe anchialine habitats, describe the types of organisms that are typically found in these habitats, and discuss at least three ways in which some of these organisms have adapted to the unusual or unique features of these habitats. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bermuda/background/edu/media/09make.pdf 2009 Explorations Bermuda: Search for Deep Water Caves <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Geologic processes that form caves (Earth Science) </h2> </h2> </i> </strong> In this activity, students will compare and contrast solutional and volcanic caves, and discuss the geologic processes that form different types of caves. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bermuda/background/edu/media/09distant.pdf 2009 Explorations Bermuda: Search for Deep Water Caves <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Geologic processes that form caves (Earth Science) </h2> </h2> </i> </strong> In this activity, students will describe observations that suggest connections between widely separated anchialine cave populations, and discuss at least three theories that could explain these observations. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bermuda/background/edu/media/09darkness.pdf 2009 Explorations Bermuda: Search for Deep Water Caves <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Evolution of anchialine cave fauna </h2> </h2> </i> </strong> In this activity, students will describe anchialine cave habitats, discuss ways in which anchialine cave fauna are unusual, and compare and contrast four biogeographical models to explain observed distribution patterns of anchialine cave fauna. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bermuda/background/edu/media/09save.pdf 2009 Explorations Bermuda: Search for Deep Water Caves <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Metabolic adaptations to low-oxygen environments and technical reading (Life Science) </h2> </h2> </i> </strong> In this activity, students will discuss the basis for hypothetical metabolic adaptations to low-oxygen environments, and will evaluate evidence from a research report that tests this hypothesis. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bermuda/background/edu/media/09robot.pdf 2009 Explorations Bermuda: Search for Deep Water Caves <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Remotely operated vehicles for exploring anchialine caves (Physics/Earth Science/Technology) </h2> </h2> </i> </strong> In this activity, students will discuss remotely operated vehicles and onboard systems used for exploring anchialine caves, and will explain the design and construction process for a simple robot explorer. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bermuda/background/edu/media/09fossils.pdf 2009 Explorations Bermuda: Search for Deep Water Caves <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Relict species (Life Science) </h2> </h2> </i> </strong> In this activity, students will define relict species, describe at least three examples of relict species associated with anchialine caves, and discuss why these caves may have unusually high proportion of relict and endemic species. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09lophelia/background/edu/media/09bigenough.pdf 2009 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wrecks <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Buoyancy (Physical Science) </h2> </h2> </i> </strong> In this activity, students will be able to define buoyancy, mass, volume, and density, and explain the relationships between these properties. Given the mass and volume of an object, students will be able to calculate the minimum buoyancy required to keep the object afloat in seawater. Students will also be able to explain why objects in seawater are more buoyant than the same objects in fresh water. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09lophelia/background/edu/media/09robot.pdf 2009 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wrecks <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Robotic Analogues for Human Structures (Distance Estimation) (Life Science/Physical Science) </h2> </h2> </i> </strong> In this activity, students will describe how humans are able to estimate the distance to visible objects, and describe a robotic system with a similar capability. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09lophelia/background/edu/media/09corrosion.pdf 2009 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wrecks <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Galvanic exchange and carbonate precipitation (Physical Science/Life Science) </h2> </h2> </i> </strong> In this activity, students will describe how humans are able to estimate the distance to visible objects, and describe a robotic system with a similar capability.In this activity, students will be able to describe galvanic exchange and explain how this process produces electric currents. Given two dissimilar metals and information on their position in an Electromotive Series, students will be able to predict which of the metals will deteriorate if they are placed in a salt solution. Students will also be able to describe the effect of electric currents on the availability of metal ions, and how this might contribute to the growth of corals on shipwrecks. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09lophelia/background/edu/media/09yourexped.pdf 2009 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wrecks <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Global Positioning Systems (Physical Science/Earth Science) </h2> </h2> </i> </strong> In this activity, students will explain how global positioning satellites are used to determine the location of points on Earth’s surface, and will identify at least three practical uses for the Global Positioning System (GPS). Students will also explain how the geographic position of objects may be described by latitude and longitude, and given latitude and longitude coordinates will use GPS technology to find the corresponding location. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09lophelia/background/edu/media/09offbase.pdf 2009 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wrecks <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> pH, buffers, and ocean acidification (Physical Science) </h2> </h2> </i> </strong> In this activity, students will be able to define pH and buffer, and explain in general terms the carbonate buffer system of seawater; explain Le Chatelier’s Principle, predict how the carbonate buffer system of seawater will respond to a change in concentration of hydrogen ions; identify how an increase in atmospheric carbon dioxide might affect the pH of the ocean; and discuss how this alteration in pH might affect biological organisms. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09lophelia/background/edu/media/09sound.pdf 2009 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wrecks <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Sonar (Physical Science) </h2> </h2> </i> </strong> In this activity, students will explain the concept of sonar, describe the major components of a sonar system, explain how multibeam and sidescan sonar systems are useful to ocean explorers, and simulate sonar operation using a motion detector and a graphing calculator. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09lophelia/background/edu/media/09proxy.pdf 2009 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wrecks <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Conductivity and Salinity in Seawater (Physical Science/Earth Science) </h2> </h2> </i> </strong> In this activity, students will define salinity, describe the relationship between salinity and conductivity, and explain how a conductivity measurement may be used as a proxy for a salinity measurement. Students will construct a simple conductivity meter and use it to demonstrate the relationship between conductivity and salinity. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09lophelia/background/edu/media/09tale.pdf 2009 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wrecks <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Deep-sea corals and hydrocarbon seeps (Life Science/Earth Science) </h2> </h2> </i> </strong> In this activity, students will analyze data on deep-sea corals and evaluate hypotheses to explain why these corals are often found in the vicinity of hydrocarbon seeps. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bioluminescence/background/edu/media/ds_09_gallery.pdf 2009 Explorations Bioluminescence: Living Light on the Deep Sea Floor <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Bioluminescence in deep ocean organisms (Life Science/Physical Science) </h2> </h2> </i> </strong> In this activity, students compare and contrast chemiluminescence, bioluminescence, fluorescence, and phosphorescence; and explain at least three ways in which the ability to produce light may be useful to deep-sea organisms. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/09bioluminescence/background/edu/media/ds_09_nowucme.pdf 2009 Explorations Bioluminescence: Living Light on the Deep Sea Floor <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Light, color, and camouflage in deep ocean organisms (Life Science/Physical Science) </h2> </i> </strong> In this activity, students explain light in terms of electromagnetic waves, and explain the relationship between color and wavelength; compare and contrast color related to wavelength with color perceived by biological vision systems; explain how color and light may be important to deep-sea organisms, even under conditions of near-total darkness; and predict the perceived color of objects when illuminated by light of certain wavelengths. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09bioluminescence/background/edu/media/ds_09_deeplights.pdf 2009 Explorations Bioluminescence: Living Light on the Deep Sea Floor <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Light-producing processes and organisms in deep-sea environments (Life Science/Physical Science) </h2> </h2> </i> </strong> In this activity, students compare and contrast chemiluminescence, bioluminescence, fluorescence, phosphorescence, and triboluminescence; infer whether the light-producing process is chemiluminescence, fluorescence, phosphorescence, or triboluminescence from observations on materials that emit light under certain conditions; and explain three ways in which the ability to produce light may be useful to deep-sea organisms. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09bioluminescence/background/edu/media/ds_09_twisted.pdf 2009 Explorations Bioluminescence: Living Light on the Deep Sea Floor <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Polarization vision (Life Science/Physical Science) </h2> </i> </strong> In this activity, students explain the meaning of polarized light; identify three ways in which unpolarized light can become polarized; explain why some animals have polarization vision, and why humans do not have this ability; and discuss three ways in which polarization vision may be useful to marine organisms. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09bioluminescence/background/edu/media/ds_09_picturethis.pdf 2009 Explorations Bioluminescence: Living Light on the Deep Sea Floor <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Infrared, ultraviolet, and polarization photography (Life Science) </h2> </i> </strong> In this activity, students compare and contrast infrared, ultraviolet, and visible light regions of the electromagnetic spectrum; explain the meaning of polarized light; and create photographic images that demonstrate infrared, ultraviolet, and polarization phenomena.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09bioluminescence/background/edu/media/ds_09_tosee.pdf 2009 Explorations Bioluminescence: Living Light on the Deep Sea Floor <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Bioluminescence, color, and camouflage in deep ocean organisms (Life Science) </h2> </i> </strong> In this activity, students identify and discuss key factors that determine the effectiveness of color camouflage in pelagic and benthic habitats; describe how ambient light changes with increasing depth in the ocean; explain how the wavelength of light that illuminates an organism may determine the most effective camouflage coloration; and explain how an organism that has effective camouflage coloration under ambient illumination may not be effectively camouflaged when it is illuminated by bioluminescence.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09bioluminescence/background/edu/media/ds_09_livinglight.pdf 2009 Explorations Bioluminescence: Living Light on the Deep Sea Floor <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Bioluminescence (Chemistry/Life Science) </h2> </i> </strong> In this activity, students explain the overall process of bioluminescence, including the role of luciferins, luciferases, and co-factors; discuss at least three phyla that include bioluminescent organisms; discuss at least three ways that bioluminescence may benefit deep-sea organisms, and give an example of at least one organism that actually receives each of the benefits discussed; and; create a scientific poster to communicate technical information.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://oceanexplorer.noaa.gov/explorations/09bioluminescence/background/edu/media/ds_09_othereyes.pdf 2009 Explorations Bioluminescence: Living Light on the Deep Sea Floor <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Vision in marine organisms (Life Science) </h2> </i> </strong> In this activity, students describe the overall structure of the crustacean compound eye; describe the eyes of stomatopods, and explain features that give these organisms visual capabilities that exceed those of humans; discuss three ways in which deep-sea animals may benefit from visual capabilities such as those found in stomatopods; and describe an artificial system that might replicate some of the features of photoreceptors in deep sea organisms.<br/> <br/> <h1> </h1> **********************2008********************** http://www.oceanexplorer.noaa.gov/explorations/08lophelia/background/edu/media/shipwreck.pdf 2008 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wreck <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Marine archaeology (Physical Science) </h2> </h2> </i> </strong> In this activity, students use data about the location and types of artifacts recovered from a shipwreck site to draw inferences about the sunken ship and the people who were aboard. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08lophelia/background/edu/media/calltoarms.pdf 2008 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wreck <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Robotic Analogues for Human Structure </h2> </i> </strong>In this activity, students will describe the types of motion found in the human arm, and describe four common robotic arm designs that mimic some or all of these functions.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08lophelia/background/edu/media/corrosion.pdf 2008 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wreck <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Morphology and ecological function in habitat-forming deep-sea corals (Life Science) </h2> </h2> </i> </strong> In this activity, students will be able to describe at least three ways in which habitat-forming deep-sea corals benefit other species in deep-sea ecosystems, explain at least three ways in which the physical form of habitat-forming deep-sea corals contributes to their ecological function, and explain how habitat-forming deep-sea corals and their associated ecosystems may be important to humans. Students will also be able to describe and discuss conservation issues related to habitat-forming deep-sea corals.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08lophelia/background/edu/media/corrosion.pdf 2008 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wreck <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Galvanic exchange and carbonate precipitation (Physical Science) </h2> </i> </strong>In this activity, students will be able to describe galvanic exchange and explain how this process produces electric currents. Given two dissimilar metals and information on their position in an Electromotive Series, students will be able to predict which of the metals will deteriorate if they are placed in a salt solution. Students will also be able to describe the effect of electric currents on the availability of metal ions, and how this might contribute to the growth of corals on shipwrecks.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08lophelia/background/edu/media/offbase.pdf 2008 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wreck <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: pH, buffers, and ocean acidification </h2> </i> </strong> In this activity, students will be able to define pH and buffer, and explain in general terms the carbonate buffer system of seawater; explain Le Chatelier’s Principle, predict how the carbonate buffer system of seawater will respond to a change in concentration of hydrogen ions; identify how an increase in atmospheric carbon dioxide might affect the pH of the ocean; and discuss how this alteration in pH might affect biological organisms.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08lophelia/background/edu/media/eating.pdf 2008 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wreck <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biodeterioration processes (Physical Science/Biological Science) </h2> </i> </strong> In this activity, students will be able to describe three processes that contribute to the deterioration of shipwrecks, and define and describe rusticles, explaining their contribution to biodeterioration. Students will also be able to explain how processes that oxidize iron in deep-water shipwreck hulls differ from iron oxidation processes in shallow water.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08lophelia/background/edu/media/eating.pdf 2008 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wreck <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biodeterioration processes (Physical Science/Biological Science) </h2> </i> </strong> In this activity, students will be able to describe three processes that contribute to the deterioration of shipwrecks, and define and describe rusticles, explaining their contribution to biodeterioration. Students will also be able to explain how processes that oxidize iron in deep-water shipwreck hulls differ from iron oxidation processes in shallow water.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08lophelia/background/edu/media/cutoffgenes.pdf 2008 Explorations Lophelia II: Deepwater Coral Expedition: Reefs, Rigs, and Wreck <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Gene sequencing and phylogenetic expressions (Life Science) </h2> </i> </strong> In this activity, students will be able to explain the concept of gene-sequence analysis; and, given gene sequence data, and draw inferences about phylogenetic similarities of different organisms.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08thunderbay/background/edu/media/twilight_zone.pdf 2008 Explorations Thunder Bay Sinkholes <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Deep-sea habitats (Life Science) </h2> </i> </strong>In this activity, students will be able to describe major features of cold seep communities, and list at least five organisms typical of these communities and will infer probable trophic relationships within and among major deep-sea habitats. Students will also be able to describe the process of chemosynthesis in general terms, contrast chemosynthesis and photosynthesis, and describe major deep-sea habitats and list at least three organisms typical of each habitat.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08thunderbay/background/edu/media/karst.pdf 2008 Explorations Thunder Bay Sinkholes <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Limestone Landforms and Aquifers (Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will compare and contrast igneous, sedimentary and metamorphic rocks, and name examples of each. Students will define karst landforms, describe typical features of these landforms, explain processes that shape them, and discuss their relevance to aquifers.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08thunderbay/background/edu/media/robot.pdf 2008 Explorations Thunder Bay Sinkholes <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: - (Physical Science/Life Science) </h2> </i> </strong>Underwater Robotic Vehicles for Scientific Exploration In this activity, students will be able to describe and contrast at least three types of underwater robots used for scientific explorations, discuss the advantages and disadvantages of using underwater robots in scientific explorations, and identify robotic vehicles best suited to carry out certain tasks. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08thunderbay/background/edu/media/weird.pdf 2008 Explorations Thunder Bay Sinkholes <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Biological organisms in cold seep communities (Life Science) </h2> </i> </strong> In this activity, students will be able to describe major features of cold seep communities, and list at least five organisms typical of these communities. Students will also be able to infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment, and describe the process of chemosynthesis in general terms, and will be able to contrast chemosynthesis and photosynthesis.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08thunderbay/background/edu/media/chemosyn.pdf 2008 Explorations Thunder Bay Sinkholes <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Chemosynthetic bacteria and succession in chemosynthetic communities (Chemistry/Biology) </h2> </i> </strong> In this activity, students will observe the development of chemosynthetic bacterial communities and will recognize that organisms modify their environment in ways that create opportunities for other organisms to thrive. Students will also be able to explain the process of chemosynthesis and the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08thunderbay/background/edu/media/ancient_bugs.pdf 2008 Explorations Thunder Bay Sinkholes <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: - Archaea (Biology) </h2> </i> </strong> In this activity, students will be able to define “lipid biomarkers,” and explain what the presence of certain biomarkers signifies; describe Archaea and explain why these organisms are often considered to be unusual, and contrast Archaea with bacteria and eukaryotes. Students will also be able to define methanogen and methanotroph, and explain the relevance of these terms to Archaea.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08thunderbay/background/edu/media/stinks.pdf 2008 Explorations Thunder Bay Sinkholes <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Methane-based chemosynthetic processes (Biology/Chemistry) </h2> </i> </strong> In this activity, students will be able to define the process of chemosynthesis, and contrast this process with photosynthesis. Students will also explain the process of methane-based chemosynthesis and explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08auvfest/background/edu/media/shipline.pdf 2008 Explorations AUVfest : Navy Mine-Hunting Robots help NOAA Explore Sunken History <strong> Grades Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Maritime History/Physical Science/Social Science </h2> </i> </strong> In this activity, students will be able to describe general characteristics and technologies used in 18th century naval ships; draw inferences about daily life aboard these ships; and explain at least three ways in which simple machines were used on these vessels.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08auvfest/background/edu/media/shipwreck.pdf 2008 Explorations AUVfest : Navy Mine-Hunting Robots help NOAA Explore Sunken History <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Marine Archaeology (Earth Science/Physical Science/Social Science) </h2> </i> </strong> In this activity, students will be able to draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck; use a grid system to document the location of artifacts recovered from a model shipwreck site; and identify and explain types of evidence and expertise that can help verify the nature and historical content of artifacts recovered from shipwrecks.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08auvfest/background/edu/media/robot.pdf 2008 Explorations AUVfest : Navy Mine-Hunting Robots help NOAA Explore Sunken History <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Structural complexity in benthic habitats (Life Science/Mathematics) </h2> </i> </strong> In this activity, students will be able to describe the importance of structural features that increase surface area in benthic habitats and quantify the relative impact of various structural modifications on surface area in model habitats. Students will also be able to give examples of organisms that increase the structural complexity of their communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08bonaire/background/edu/media/easypi.pdf 2008 Explorations Bonaire: Exploring Coral Reef Sustainability with New Technologies <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Marine Archaeology/Marine Navigation (Earth Science/Mathematics) </h2> </i> </strong> In this activity, students will design an archaeological survey strategy for an autonomous underwater vehicle (AUV); calculate expected position of the AUV based on speed and direction of travel; and calculate course correction required to compensate for the set and drift of currents.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08bonaire/background/edu/media/savereef.pdf 2008 Explorations Bonaire: Exploring Coral Reef Sustainability with New Technologies <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Coral reef conservation </h2> </i> </strong> In this activity, students will design a public information program to improve understanding of the coral reef crisis, and things individuals can do to reduce stresses on coral reef systems.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08bonaire/background/edu/media/designreef.pdf 2008 Explorations Bonaire: Exploring Coral Reef Sustainability with New Technologies <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Niches in coral reef ecosystems (Life Science) </h2> </i> </strong> In this activity, students will compare and contrast coral communities in shallow water and deep water, describe the major functions that organisms must perform in a coral ecosystem, and explain how these functions might be provided in a miniature coral ecosystem. Students will also be able to explain the importance of three physical factors in coral reef ecosystems and infer the fundamental source of energy in a deep-water coral community.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08bonaire/background/edu/media/sonarsim.pdf 2008 Explorations Bonaire: Exploring Coral Reef Sustainability with New Technologies <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Side scan sonar (Earth Science/Physical Science) </h2> </i> </strong> In this activity, students will describe side-scan sonar, compare and contrast side-scan sonar with other methods used to search for underwater objects, and make inferences about the topography of an unknown and invisible landscape based on systematic discontinuous measurements of surface relief.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08bonaire/background/edu/media/whatsdown.pdf 2008 Explorations Bonaire: Exploring Coral Reef Sustainability with New Technologies <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Mapping Coral Reef Habitats </h2> </i> </strong>In this activity, students will be able to access data on selected coral reefs and manipulate these data to characterize these reefs, and explain the need for baseline data in coral reef monitoring programs. Students also will be able to identify and explain five ways that coral reefs benefit human beings, and identify and explain three major threats to coral reefs. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08bonaire/background/edu/media/wetrobot.pdf 2008 Explorations Bonaire: Exploring Coral Reef Sustainability with New Technologies <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Underwater Robotic Vehicles </h2> </i> </strong> In this activity, students will be able to discuss the advantages and disadvantages of using underwater robots in scientific explorations, identify key design requirements for a robotic vehicle that is capable of carrying out specific exploration tasks, describe practical approaches to meet identified design requirements, and (optionally) construct a robotic vehicle capable of carrying out an assigned task.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08bonaire/background/edu/media/howdiverse.pdf 2008 Explorations Bonaire: Exploring Coral Reef Sustainability with New Technologies <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Quantifying biological diversity (Life Science) </h2> </i> </strong> In this activity, students will be able to discuss the meaning of ‘biological diversity’ and will be able to compare and contrast the concepts of ‘variety’ and ‘relative abundance’ as they relate to biological diversity. Given abundance and distribution data of species in two communities, students will be able to calculate an appropriate numeric indicator that describes the biological diversity of these communities. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/08bonaire/background/edu/media/wheresbot.pdf 2008 Explorations Bonaire: Exploring Coral Reef Sustainability with New Technologies <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Marine Navigation (Earth Science/Mathematics) </h2> </i> </strong> In this activity, students will estimate geographic position based on speed and direction of travel, and integrate these calculations with GPS data to estimate the set and drift of currents. <br/> <br/> <h1> </h1> *****************2007********************* http://www.oceanexplorer.noaa.gov/explorations/07philippines/background/edu/media/drifter.pdf 2007 Explorations Exploring the Inner Space of the Celebes Sea <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Ocean Plankton </h2> </i> </strong> In this activity, students will define plankton, phytoplankton, and zooplankton; compare and contrast phytoplankton and zooplankton, and will identify at least three ways in which plankton are adapted for life in the open ocean.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07philippines/background/edu/media/key.pdf 2007 Explorations Exploring the Inner Space of the Celebes Sea <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Classification and dichotomous keys (Life Science/Physical Science) </h2> </i> </strong> In this activity, students will be able to use a dichotomous key to classify a collection of objects and will construct a dichotomous key for a collection of organisms or other objects.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07philippines/background/edu/media/buoyancy.pdf 2007 Explorations Exploring the Inner Space of the Celebes Sea <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: buoyancy principles as they apply to ocean plankton (Life Science/Physical Science) </h2> </i> </strong> In this activity, students will explain Archimedes’ Principle; define plankton, phytoplankton, and zooplankton; and will describe at least three factors that affect the buoyancy of plankton. Students will also apply Archimedes’ Principle to construct an object that has a specified buoyancy.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07philippines/background/edu/media/gaslaws.pdf 2007 Explorations Exploring the Inner Space of the Celebes Sea <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Gas Laws (Physical Science) </h2> </i> </strong> In this activity, students will be able to define the basic principles state in Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Henry’s Law, and Dalton’s Law and will be able to explain the application of each of these laws to observations or events related to SCUBA diving.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07philippines/background/edu/media/outtagas.pdf 2007 Explorations Exploring the Inner Space of the Celebes Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Gas Laws (Chemistry/Physics) </h2> </i> </strong> In this activity, students will define Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Henry’s Law, and Dalton’s Law and will be able to solve practical problems related to SCUBA diving.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07philippines/background/edu/media/blobs.pdf 2007 Explorations Exploring the Inner Space of the Celebes Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Speciation (Biology) </h2> </i> </strong> In this activity, students will explain two definitions of species, describe at least two factors that favor increased speciation, and compare and contrast sympatric and allopatric speciation. Students will also be able to locate and define Wallacea and Wallace’s Line and offer at least two possible explanations for the high degree of endemism in Wallacea. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07philippines/background/edu/media/specific.pdf 2007 Explorations Exploring the Inner Space of the Celebes Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Ocean Zooplankton (Biology) </h2> </i> </strong> In this activity, students will explain how zooplankters such as salps may have significant impact on global processes, calculate plankton densities from appropriate information on sampling procedures, and calculate carbon flux from experimental data. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07philippines/background/edu/media/census.pdf 2007 Explorations Exploring the Inner Space of the Celebes Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: The Census of Marine Life (Biology) </h2> </i> </strong>In this activity, students will be able to describe the Census of Marine Life (CoML) and explain in general terms the CoML strategy for assessing and explaining the changing diversity, distribution and abundance of marine species from the past to the present, and for projecting the future of marine life. Students will also be able to use the Ocean Biogeographic Information System to retrieve information about ocean species from specific geographic areas. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07fire/background/edu/media/plates.pdf 2007 Explorations Submarine Ring of Fire <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Plate tectonics - movement of plates, results of plate movement, and magnetic anomalies at spreading centers (Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will be able to describe the motion of tectonic plates and differentiate between three typical boundary types that occur between tectonic plates, infer what type of boundary exists between two tectonic plates, and describe plate boundaries and tectonic activity in the vicinity of the Kermadec Arc. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07fire/background/edu/media/unexplored.pdf 2007 Explorations Submarine Ring of Fire <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Scientific exploration of deep-sea volcanoes (Life Science/Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will be able to compare and contrast submarine volcanoes at convergent and divergent plate boundaries; infer the kinds of living organisms that may be found around hydrothermal vents; describe three ways in which scientists may prepare to explore areas that are practically unknown; and explain two types of primary production that may be important to biological communities around hydrothermal vents in the Kermadec Arc. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07fire/background/edu/media/volcano.pdf 2007 Explorations Submarine Ring of Fire <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Ecological impacts of volcanism in the Mariana Islands (Life Science/Earth Science) </h2> </i> </strong> In this activity, students will be able to describe at least three beneficial impacts of volcanic activity on marine ecosystems, and will be able to explain the overall tectonic processes that cause volcanic activity along the Kermadec Arc. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07fire/background/edu/media/gas.pdf 2007 Explorations Submarine Ring of Fire <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Effects of temperature and pressure on solubility and phase state (Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will be able to describe the effect of temperature and pressure on solubility of gases and solid materials; describe the effect of temperature and pressure on the phase state of gases; and infer explanations for observed chemical phenomena around deep-sea volcanoes that are consistent with principles of solubility and phase state. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07fire/background/edu/media/difference.pdf 2007 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Volcanic processes at convergent and divergent tectonic plate boundaries (Earth Science) </h2> </i> </strong> In this activity, students will be able to compare and contrast volcanoes at convergent and divergent plate boundaries; identify three geologic features that are associated with most volcanoes on Earth; and explain why some volcanoes erupt explosively while others do not. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07fire/background/edu/media/smoke.pdf 2007 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Hydrothermal vent chemistry at subduction volcanoes (Chemistry) </h2> </i> </strong> In this activity, students will be able to use fundamental relationships between melting points, boiling points, solubility, temperature, and pressure to develop plausible explanations for observed chemical phenomena in the vicinity of subduction volcanoes.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07fire/background/edu/media/champagne.pdf 2007 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Deep ocean carbon dioxide and global climate change (Chemistry/Earth Science) </h2> </i> </strong> In this activity, students will be able to interpret phase diagrams, and explain the meaning of “critical point” and “triple point”; define “supercritical fluid,” and will be able to describe two practical uses of supercritical carbon dioxide; and discuss the concept of carbon dioxide sequestration.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07fire/background/edu/media/extremes.pdf 2007 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: - Archaea (Biology) </h2> </i> </strong> In this activity, students will be able to define “lipid biomarkers,” and explain what the presence of certain biomarkers signifies; describe Archaea and explain why these organisms are often considered to be unusual, and contrast Archaea with bacteria and eukaryotes. Students will also be able to define methanogen and methanotroph, explain the relevance of these terms to Archaea, and discuss the potential significance of Archaea in hydrothermal communities of the Kermadec Arc.<br/> <br/> <h1> </h1> http://www.oceanexplorer.noaa.gov/explorations/07mexico/background/edu/media/zone.pdf 2007 Explorations Expedition to the Deep Slope <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Deep-sea habitats (Life Science) </h2> </i> </strong> In this activity, students will be able to describe major features of cold seep communities, and list at least five organisms typical of these communities and will infer probable trophic relationships within and between major deep-sea habitats. Students will also be able to describe the process of chemosynthesis in general terms, contrast chemosynthesis and photosynthesis, and describe major deep-sea habitats and list at least three organisms typical of each habitat.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07mexico/background/edu/media/animals.pdf 2007 Explorations Expedition to the Deep Slope <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Methane hydrate ice worms and hydrate shrimp (Life Science) </h2> </i> </strong> In this activity, students will be able to define and describe methane hydrate ice worms and hydrate shrimp, infer how methane hydrate ice worms and hydrate shrimp obtain their food, and infer how methane hydrate ice worms and hydrate shrimp may interact with other species in the biological communities of which they are part.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07mexico/background/edu/media/monsters.pdf 2007 Explorations Expedition to the Deep Slope <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Predator-prey relationships between cold-seep communities and the surrounding deep-sea environment (Life Science) </h2> </i> </strong> In this activity, students will be able to describe major features of cold seep communities, list at least five organisms typical of these communities, and infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment. Students will also be able to describe the process of chemosynthesis in general terms, contrast chemosynthesis and photosynthesis, and describe at least five deep-sea predator organisms.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07mexico/background/edu/media/worm.pdf 2007 Explorations Expedition to the Deep Slope <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Physiological adaptations to toxic and hypoxic environments (Life Science) </h2> </i> </strong> In this activity, students will be able to explain the process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps, and describe three physiological adaptations that enhance an organism’s ability to extract oxygen from its environment. Students will also be able to describe the problems posed by hydrogen sulfide for aerobic organisms, and explain three strategies for dealing with these problems.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07mexico/background/edu/media/burp.pdf 2007 Explorations Expedition to the Deep Slope <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Potential role of methane hydrates in global warming (Earth Science) </h2> </i> </strong> In this activity, students will be able to describe the overall events that occurred during the Cambrian explosion and Paleocene extinction events and will be able to define methane hydrates and hypothesize how these substances could contribute to global warming. Students will also be able to describe and explain evidence to support the hypothesis that methane hydrates contributed to the Cambrian explosion and Paleocene extinction events.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07mexico/background/edu/media/deal.pdf 2007 Explorations Expedition to the Deep Slope <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Significance of methane hydrates (Life Science) </h2> </i> </strong> In this activity, students will be able to define methane hydrates and describe where these substances are typically found and how they are believed to be formed. Students will also describe at least three ways in which methane hydrates could have a direct impact on their own lives, and describe how additional knowledge of methane hydrates expected from the Blake Ridge expedition could provide human benefits.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07mexico/background/edu/media/corals.pdf 2007 Explorations Expedition to the Deep Slope <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biology and ecology of Lophelia corals (Life Science) </h2> </i> </strong> In this activity, students will describe the basic morphology of Lophelia corals and explain the significance of these organisms, interpret preliminary observations on the behavior of Lophelia polyps, and infer possible explanations for these observations. Students will also discuss why biological communities associated with Lophelia corals are the Focus of major worldwide conservation efforts.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07mexico/background/edu/media/old_worm.pdf 2007 Explorations Expedition to the Deep Slope <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Growth rate and age of species in cold-seep communities </h2> </i> </strong> In this activity, students will be able to explain the process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps, and construct a graphic interpretation of age-specific growth, given data on incremental growth rates of different-sized individuals of the same species. Students will also be able to estimate the age of an individual of a specific size, given information on age-specific growth in individuals of the same species.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/cake.pdf 2007 Explorations Cayman Islands Twilight Zone <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Spatial heterogeneity in deep-water coral communities (Life Science) </h2> </i> </strong> In this activity, students will be able to explain what a habitat is, describe at least three functions or benefits that habitats provide, and describe some habitats that are typical of deep-water hard bottom communities. Students will also be able to explain how organisms, such as deep-water corals and sponges, add to the variety of habitats in areas such as the Cayman Islands.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/deepgardens.pdf 2007 Explorations Cayman Islands Twilight Zone <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Comparison of deep-sea and shallow-water tropical coral communities (Life Science) </h2> </i> </strong> In this activity, students will compare and contrast deep-sea coral communities with their shallow-water counterparts, describe three types of coral associated with deep-sea coral communities, and explain three benefits associated with deep-sea coral communities. Students will explain why many scientists are concerned about the future of deep-sea coral communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/videotape.pdf 2007 Explorations Cayman Islands Twilight Zone <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Characteristics of biological communities on deep-water coral habitats (Life Science) </h2> </i> </strong> In this activity, students will recognize and identify some of the fauna groups found in deep-sea coral communities, infer possible reasons for observed distribution of groups of animals in deep-sea coral communities, and discuss the meaning of biological diversity. Students will compare and contrast the concepts of variety and relative abundance as they relate to biological diversity, and given abundance and distribution data of species, will be able to calculate an appropriate numeric indicator that describes the biological diversity of a community.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/treasures.pdf 2007 Explorations Cayman Islands Twilight Zone <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Conservation of deep-sea coral communities (Life Science) </h2> </i> </strong> In this activity, students will compare and contrast deep-sea coral communities with their shallow-water counterparts and explain at least three benefits associated with deep-sea coral communities. Students will also describe human activities that threaten deep-sea coral communities and describe actions that should be taken to protect resources of deep-sea coral communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/whatsdown.pdf 2007 Explorations Cayman Islands Twilight Zone <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Mapping Coral Reef Habitats I </h2> </i> </strong>n this activity, students will be able to access data on selected coral reefs and manipulate these data to characterize these reefs, and explain the need for baseline data in coral reef monitoring programs. Students also will be able to identify and explain five ways that coral reefs benefit human beings, and identify and explain three major threats to coral reefs.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/drugstore.pdf 2007 Explorations Cayman Islands Twilight Zone <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Pharmacologically-active chemicals derived from marine invertebrates (Life Science/Chemistry) </h2> </i> </strong> In this activity, students will be able to identify at least three pharmacologically-active chemicals derived from marine invertebrates, describe the disease-fighting action of at least three pharmacologically-active chemicals derived from marine invertebrates, and infer why sessile marine invertebrates appear to be promising sources of new drugs.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/watchscreen.pdf 2007 Explorations Cayman Islands Twilight Zone <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Screening natural products for biological activity (Life Science/Chemistry) </h2> </i> </strong> In this activity, students will be able to explain and carry out a simple process for screening natural products for biological activity, and will be able to infer why organisms such as sessile marine invertebrates appear to be promising sources of new drugs.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/07twilightzone/background/edu/media/breath.pdf 2007 Explorations Cayman Islands Twilight Zone <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Physics and physiology of SCUBA diving (Physical Science/Life Science) </h2> </i> </strong> In this activity, students will be able to define Henry’s Law, Boyle’s Law, and Dalton’s Law of Partial Pressures, and explain their relevance to SCUBA diving; discuss the causes of air embolism, decompression sickness, nitrogen narcosis, and oxygen toxicity in SCUBA divers; and explain the advantages of gas mixtures such as Nitrox and Trimix and closed-circuit rebreather systems.<br/> <br/> <h1> </h1> *****************2006********************* http://www.oceanexplorer.noaa.gov/explorations/06laserline/background/edu/media/LLS_06_architects.pdf 2006 Explorations Operation Laser Line <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Reproduction in Cnidaria (Life Science) </h2> </i> </strong> In this activity, students will be able to identify and describe at least five characteristics of Cnidaria coral, compare and contrast the four classes of Cnidaria, and describe typical reproductive strategies used by Cnidaria.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06laserline/background/edu/media/LLS_06_designreef.pdf 2006 Explorations Operation Laser Line <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Niches in coral reef ecosystems (Life Science) </h2> </i> </strong> In this activity, students will compare and contrast coral reefs in shallow water and deep water, describe the major functions that organisms must perform in a coral reef ecosystem, and explain how these functions might be provided in a miniature coral reef ecosystem. Students will also be able to explain the importance of three physical factors in coral reef ecosystems and infer the fundamental source of energy in a deep-water coral reef.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06laserline/background/edu/media/LLS_06_downthere.pdf 2006 Explorations Operation Laser Line <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Mapping Coral Reef Habitats </h2> </i> </strong> In this activity, students will be able to access data on selected coral reefs and manipulate these data to characterize these reefs, and explain the need for baseline data in coral reef monitoring programs. Students also will be able to identify and explain five ways that coral reefs benefit human beings, and identify and explain three major threats to coral reefs.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06greece/background/edu/media/clues.pdf 2006 Explorations Project PHAEDRA <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Marine archaeology </h2> </i> </strong> In this activity, students will be able to draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck, and will be able to explain at least three types of evidence that could support inferences about the use of maritime technology in ancient cultures.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06greece/background/edu/media/old_ship.pdf 2006 Explorations Project PHAEDRA <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Ancient and Prehistoric Shipwrecks </h2> </i> </strong> In this activity, students will be able to describe at least three types of artifacts that are typically recovered from ancient shipwrecks, explain the types of information that may be obtained from at least three types of artifacts that are typically recovered from ancient shipwrecks, and compare and contrast, in general terms, technological features of Neolithic, Bronze Age, Hellenistic, and Byzantine period ships.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06greece/background/edu/media/seafloor_mapping.pdf 2006 Explorations Project PHAEDRA <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Bathymetric mapping of deep-sea habitats </h2> </i> </strong> In this activity, students will be able to create a two-dimensional topographic map given bathymetric survey data, create a three-dimensional model of landforms from a two-dimensional topographic map, and interpret two- and three-dimensional topographic data.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06greece/background/edu/media/wet_robot.pdf 2006 Explorations Project PHAEDRA <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Underwater Robotic Vehicles </h2> </i> </strong> In this activity, students will be able to discuss the advantages and disadvantages of using underwater robots in scientific explorations, identify key design requirements for a robotic vehicle that is capable of carrying out specific exploration tasks, describe practical approaches to meet identified design requirements, and (optionally) construct a robotic vehicle capable of carrying out an assigned task.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06greece/background/edu/media/robot_chemist.pdf 2006 Explorations Project PHAEDRA <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Mass Spectrometry </h2> </i> </strong> In this lesson, students will be able to explain the basic principles underlying mass spectrometry, discuss the advantages of in-situ mass spectrometry, explain the concept of dynamic re-tasking as it applies to an autonomous underwater vehicle, and develop and justify a sampling strategy that could be incorporated into a program to guide an AUV searching for chemical clues to specific geologic features.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06greece/background/edu/media/where_am_i.pdf 2006 Explorations Project PHAEDRA <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Marine navigation and position-finding </h2> </i> </strong> In this activity students will be able to identify and explain at least seven different techniques that have been used for marine navigation and position finding, explain the purpose of a marine sextant, and use an astrolabe to solve practical trigonometric problems.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06olympic/background/edu/media/deep_gardens.pdf 2006 Explorations Olympic Coast <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Comparison of deep-sea and shallow-water tropical coral reefs (Life Science) </h2> </i> </strong> In this activity, students will compare and contrast deep-sea coral reefs with their shallow-water counterparts, describe three types of coral associated with deep-sea coral reefs, and explain three benefits associated with deep-sea coral reefs. Students will explain why many scientists are concerned about the future of deep-sea coral reefs.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06olympic/background/edu/media/treasures.pdf 2006 Explorations Olympic Coast <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Conservation of deep-sea coral reefs (Life Science) </h2> </i> </strong> In this activity, students will compare and contrast deep-sea coral reefs with their shallow-water counterparts and explain at least three benefits associated with deep-sea coral reefs. Students will also describe human activities that threaten deep-sea coral reefs and describe actions that should be taken to protect deep-sea coral reef resources.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06olympic/background/edu/media/treasures.pdf 2006 Explorations Olympic Coast <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Effects of habitat complexity on biological diversity (Life Science) </h2> </i> </strong> In this activity, students will be able to describe the significance of complexity in benthic habitats to organisms that live in these habitats and will describe at least three attributes of benthic habitats that can increase the physical complexity of these habitats. Students will also be able to give examples of organisms that increase the structural complexity of their communities and infer and explain relationships between species diversity and habitat complexity in benthic communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06mexico/background/edu/gom_06_keepaway.pdf 2006 Explorations Expedition to the Deep Slope <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Effects of pollution on diversity in benthic communities (Life Science) </h2> </i> </strong> In this activity, students will discuss the meaning of biological diversity and compare and contrast the concepts of variety and relative abundance as they relate to biological diversity. Given information on the number of individuals, number of species, and biological diversity at a series of sites, students will make inferences about the possible effects of oil drilling operations on benthic communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06mexico/background/edu/gom_06_cake.pdf 2006 Explorations Expedition to the Deep Slope <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Exploration of deep-sea habitats </h2> </i> </strong> In this activity, students will be able to explain what a habitat is, describe at least three functions or benefits that habitats provide, and describe some habitats that are typical of the Gulf of Mexico. Students will also be able to describe and discuss at least three difficulties involved in studying deep-sea habitats and describe and explain at least three techniques scientists use to sample habitats, such as those found on the Gulf of Mexico.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06mexico/background/edu/gom_06_weird.pdf 2006 Explorations Expedition to the Deep Slope <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Biological organisms in cold seep communities (Life Science) </h2> </i> </strong> In this activity, students will be able to describe major features of cold seep communities, and list at least five organisms typical of these communities. Students will also be able to infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment, and describe the process of chemosynthesis in general terms, and will be able to contrast chemosynthesis and photosynthesis.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06mexico/background/edu/gom_06_gas.pdf 2006 Explorations Expedition to the Deep Slope <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Effects of temperature and pressure on solubility and phase state (Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will be able to describe the effect of temperature and pressure on solubility of gases and solid materials; describe the effect of temperature and pressure on the phase state of gases; and infer explanations for observed chemical phenomena around deep-sea volcanoes that are consistent with principles of solubility and phase state.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06mexico/background/edu/gom_06_chemo.pdf 2006 Explorations Expedition to the Deep Slope <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Chemosynthetic bacteria and succession in chemosynthetic communities (Chemistry/Biology) </h2> </i> </strong>In this activity, students will observe the development of chemosynthetic bacterial communities and will recognize that organisms modify their environment in ways that create opportunities for other organisms to thrive. Students will also be able to explain the process of chemosynthesis and the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06mexico/background/edu/gom_06_diverse.pdf 2006 Explorations Expedition to the Deep Slope <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Quantifying biological diversity (Life Science) </h2> </i> </strong> In this activity, students will be able to discuss the meaning of biological diversity and will be able to compare and contrast the concepts of variety and relative abundance as they relate to biological diversity. Given abundance and distribution data of species in two communities, students will be able to calculate an appropriate numeric indicator that describes the biological diversity of these communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06mexico/background/edu/gom_06_csi.pdf 2006 Explorations Expedition to the Deep Slope <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Chemotrophic organisms (Life Science/Chemistry) </h2> </i> </strong> In this activity, students will describe at least three chemotrophic symbioses known from deep-sea habitats and will identify and explain at least three indicators of chemotrophic nutrition.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06mexico/background/edu/gom_06_stinks.pdf 2006 Explorations Expedition to the Deep Slope <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Methane-based chemosynthetic processes (Physical Science) </h2> </i> </strong> In this activity, students will be able to define the process of chemosynthesis, and contrast this process with photosynthesis. Students will also explain the process of methane-based chemosynthesis and explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06fire/background/edu/media/ROF06.VolFactory.pdf 2006 Explorations Submarine Ring of Fire <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Volcanism on the Mariana Arc (Earth Science) </h2> </i> </strong> Students will be able to explain the tectonic processes that result in the formation of the Mariana Arc and the Mariana Trench; and explain why the Mariana Arc is one of the most volcanically active regions on Earth.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06fire/background/edu/media/ROF06.LivingHeat.pdf 2006 Explorations Submarine Ring of Fire <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Hydrothermal vent ecology and transfer of energy among organisms that live near vents. </h2> </i> </strong> In this activity, students will be able to describe how hydrothermal vents are formed and characterize the physical conditions at these sites, explain what chemosynthesis is and contrast this process with photosynthesis, identify autotrophic bacteria as the basis for food webs in hydrothermal vent communities, and describe common food pathways between organisms typically found in hydrothermal vent communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06fire/background/edu/media/ROF06.BlowUp.pdf 2006 Explorations Submarine Ring of Fire <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Volcanism on the Pacific Ring of Fire (Earth Science) </h2> </i> </strong>Students will be able to describe the processes that produce the Submarine Ring of Fire; explain the factors that contribute to explosive volcanic eruptions; identify at least three benefits that humans derive from volcanism; describe the primary risks posed by volcanic activity in the United States; and identify the volcano within the continental U.S. that is considered most dangerous.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06fire/background/edu/media/ROF06.Dinner.pdf 2006 Explorations Submarine Ring of Fire <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Sources of nutrition for biological communities associated with volcanoes of the Mariana Arc (Life Science) </h2> </i> </strong> Students will be able to compare and contrast photosynthesis and chemosynthesis as sources of primary production for biological communities; give at least three examples of organisms that live near hydrothermal vent systems; and describe two sources of primary production observed in biological communities associated with volcanoes of the Mariana Arc.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06fire/background/edu/media/ROF06.WhereFrom.pdf 2006 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Species variation in hydrothermal vent communities (Life Science) </h2> </i> </strong> In this activity, students will define and describe biogeographic provinces of hydrothermal vent communities, identify and discuss processes contributing to isolation and species exchange between hydrothermal vent communities, and discuss characteristics which may contribute to the survival of species inhabiting hydrothermal vent communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06fire/background/edu/media/ROF06.VentChallenge.pdf 2006 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Chemistry of hydrothermal vents (Chemistry) </h2> </i> </strong> Students will be able to define hydrothermal vents and explain the overall processes that lead to their formation; explain the origin of mineral-rich fluids associated with hydrothermal vents; explain how “black smokers” and “white smokers” are formed; and hypothesize how properties of hydrothermal fluids might be used to locate undiscovered hydrothermal vents.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06fire/background/edu/media/ROF06.Roots.pdf 2006 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Seismology and geological origins of the Mariana Arc (Earth Science) </h2> </i> </strong> In this activity, students will be able to explain the processes of plate tectonics and volcanism that resulted in the formation of the Mariana Arc and will be able to describe, compare, and contrast S waves and P waves. Students will also be able to explain how seismic data recorded at different locations can be used to determine the epicenter of an earthquake and will infer a probable explanation for the existence of ultra-low velocity zones.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06fire/background/edu/media/ROF06.Megaplume.pdf 2006 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Hydrothermal vent chemistry (Chemistry, Earth Science, Physical Science) </h2> </i> </strong> In this activity, students will be able to describe hydrothermal vents and characterize vent plumes in terms of physical and chemical properties, describe tow-yo operations and how data from these operations can provide clues to the location of hydrothermal vents, and interpret temperature anomaly data to recognize a probable plume from a hydrothermal vent.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06davidson/background/edu/cake.pdf 2006 Explorations Davidson Seamount: Exploring Ancient Coral Gardens <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Spatial heterogeneity in deep-water coral communities (Life Science) </h2> </i> </strong> In this activity, students will be able to explain what a habitat is, describe at least three functions or benefits that habitats provide, and describe some habitats that are typical of deep-water hard bottom communities. Students will also be able to explain how organisms, such as deep- water corals and sponges, add to the variety of habitats in areas such as the Charleston Bump. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06davidson/background/edu/pi.pdf 2006 Explorations Davidson Seamount: Exploring Ancient Coral Gardens <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Structural complexity in benthic habitats (Life Science/Mathematics) </h2> </i> </strong> In this activity, students will be able to describe the importance of structural features that increase surface area in benthic habitats and quantify the relative impact of various structural modifications on surface area in model habitats. Students will also be able to give examples of organisms that increase the structural complexity of their communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06davidson/background/edu/fleas.pdf 2006 Explorations Davidson Seamount: Exploring Ancient Coral Gardens <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Physical structure in benthic habitats (Life Science) </h2> </i> </strong> In this activity, students will recognize that natural structures and systems often display recurrent complexity over many scales of measurement, infer the importance of structural complexity to species diversity and abundance in benthic habitats, and discuss ways that octocorals may modify seamount habitats to make these habitats more suitable for other species.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06davidson/background/edu/climate.pdf 2006 Explorations Davidson Seamount: Exploring Ancient Coral Gardens <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: (Physical Science) - Paleoclimatology </h2> </i> </strong> In this activity, students will be able to explain the concept of “paleoclimatological proxies” and describe at least two examples, describe how oxygen isotope ratios are related to water temperature, and interpret data on oxygen isotope ratios to make inferences about the growth rate of deep-sea corals. Students will also be able to define “forcing factor” and will be able to describe at least three forcing factors for climate change and discuss at least three potential consequences of a warmer world climate.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06davidson/background/edu/thermoms.pdf 2006 Explorations Davidson Seamount: Exploring Ancient Coral Gardens <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Physics – Use of deep-water corals be used to determine long-term patterns of climate change </h2> </i> </strong> In this activity, students will be able to explain the concept of paleoclimatological proxies, learn how oxygen isotope ratios are related to water temperature, and interpret data on oxygen isotope ratios to make inferences about climate and climate change in the geologic past.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06davidson/background/edu/cutoff.pdf 2006 Explorations Davidson Seamount: Exploring Ancient Coral Gardens <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Gene sequencing and phylogenetic expressions (Life Science) </h2> </i> </strong> In this activity, students will be able to explain the concept of gene-sequence analysis; and, given gene sequence data, students will be able to draw inferences about phylogenetic similarities of different organisms.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06davidson/background/edu/escape.pdf 2006 Explorations Davidson Seamount: Exploring Ancient Coral Gardens <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Fate of benthic invertebrate larvae in the vicinity of seamounts (Earth Science) </h2> </i> </strong> In this activity, students will be able to field data to evaluate an hypothesis about the influence of a water circulation cell on the retention of benthic invertebrate larvae in the vicinity of a seamount, and describe some potential advantages and disadvantages to species whose larvae are retained in the vicinity of seamounts where the larvae are produced. Students will also be able to describe the consequences of partial or total larval retention on the biological evolution of species producing these larvae. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/06davidson/background/edu/feedflow.pdf 2006 Explorations Davidson Seamount: Exploring Ancient Coral Gardens <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Effect of water currents on feeding efficiency in corals (Life Science) </h2> </i> </strong> In this activity, students will be able to describe at least two ways in which current flow may affect the feeding efficiency of particle-feeding organisms and explain how interactions between current flow and the morphology of a particle-feeding organism may affect the organism’s feeding efficiency. Students will also be able to identify at least two environmental factors in addition to current flow that may affect the morphology of reef-building corals.<br/> <br/> <h1> </h1> *****************2005********************* http://www.oceanexplorer.noaa.gov/explorations/05galapagos/background/edu/media/05galapagos_dfferent.pdf 2005 Explorations GalAPAGoS: Where Ridge Meets Hotspot <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Biological communities at hydrothermal vents (Life Science) </h2> </i> </strong> Focus Biological communities at hydrothermal vents (Life Science) In this activity, students will identify and describe organisms typical of hydrothermal vent communities near the Galapagos Spreading Center, explain why hydrothermal vent communities tend to be short-lived, and identify and discuss lines of evidence which suggested the existence of hydrothermal vents before they were actually discovered.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05galapagos/background/edu/media/05galapagos_magma.pdf 2005 Explorations GalAPAGoS: Where Ridge Meets Hotspot <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Hot spots and midocean ridges (Physical Science) </h2> </i> </strong> In this activity, students will identify types of plate boundaries associated with movement of the Earth’s tectonic plates, compare and contrast volcanic activity associated with spreading centers and hot spots, describe processes which resulted in the formation of the Galapagos Islands, and describe processes that produce hydrothermal vents.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05galapagos/background/edu/media/05galapagos_biogeography.pdf 2005 Explorations GalAPAGoS: Where Ridge Meets Hotspot <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Species variation in hydrothermal vent communities (Life Science) </h2> </i> </strong> In this activity, students will define and describe biogeographic provinces of hydrothermal vent communities, identify and discuss processes contributing to isolation and species exchange between hydrothermal vent communities, and discuss characteristics which may contribute to the survival of species inhabiting hydrothermal vent communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05deepcorals/background/edu/media/05deepcorals_gardens.pdf 2005 Explorations Florida Coast Deep Corals <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Comparison of deep-sea and shallow-water tropical coral reefs (Life Science) </h2> </i> </strong> In this activity, students will compare and contrast deep-sea coral reefs with their shallow-water counterparts, describe three types of coral associated with deep-sea coral reefs, and explain three benefits associated with deep-sea coral reefs. Students will explain why many scientists are concerned about the future of deep-sea coral reefs. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05deepcorals/background/edu/media/05deepcorals_treasures.pdf 2005 Explorations Florida Coast Deep Corals <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Conservation of deep-sea coral reefs (Life Science) </h2> </i> </strong> In this activity, students will compare and contrast deep-sea coral reefs with their shallow-water counterparts and explain at least three benefits associated with deep-sea coral reefs. Students will also describe human activities that threaten deep-sea coral reefs and describe actions that should be taken to protect deep-sea coral reef resources. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05deepcorals/background/edu/media/05deepcorals_related.pdf 2005 Explorations Florida Coast Deep Corals <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Molecular genetics of deepwater corals (Life Science) </h2> </i> </strong> In this activity, students will define "microsatellite markers" and explain how they may be used to identify different populations and species, explain two definitions of "species," and describe processes that result in speciation. Students will also use microsatellite data to make inferences about populations of deep sea corals. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/edu/media/03cb_cake.pdf 2005 Explorations Life on the Edge <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Spatial heterogeneity in deep-water coral communities (Life Science) </h2> </i> </strong> In this activity, students will be able to explain what a habitat is, describe at least three functions or benefits that habitats provide, and describe some habitats that are typical of deep-water hard bottom communities. Students will also be able to explain how organisms, such as deep-water corals and sponges, add to the variety of habitats in areas such as the Charleston Bump. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/edu/media/03cb_pi.pdf 2005 Explorations Life on the Edge <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Structural complexity in benthic habitats (Life Science/Mathematics) </h2> </i> </strong> In this activity, students will be able to describe the importance of structural features that increase surface area in benthic habitats and quantify the relative impact of various structural modifications on surface area in model habitats. Students will also be able to give examples of organisms that increase the structural complexity of their communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/edu/media/03cb_clod.pdf 2005 Explorations Life on the Edge <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Principles of solubility and measurements of water currents (Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will be able to describe factors that affect the solubility of a chemical substance in seawater and explain how information on the solubility of a substance can be used to measure water currents.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/edu/media/03cb_eatthat.pdf 2005 Explorations Life on the Edge <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Feeding adaptations among benthic organisms (Life Science) </h2> </i> </strong> In this activity, students will be able to describe at least three nutritional strategies used by benthic organisms typical of deep-water coral communities and describe physical adaptations associated with at least three nutritional strategies used by benthic organisms.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/edu/media/03cb_toughhood.pdf 2005 Explorations Life on the Edge <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Adaptations of benthic organisms to deep water, hard substrates, and strong currents (Life Science) </h2> </i> </strong> In this activity, students will be able to describe at least three attributes of the deep ocean physical environment that are radically different from ocean habitats near the sea surface and explain at least three morphological or physiological adaptations that allow organisms to survive in the physical environment of the deep ocean. Students will also be able to identify at least three organisms with adaptations to the deep ocean environment that are found (or may be found) on the Charleston Bump.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/edu/media/03cbfeedflow.pdf 2005 Explorations Life on the Edge <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Effect of water currents on feeding efficiency in corals (Life Science) </h2> </i> </strong> In this activity, students will be able to describe at least two ways in which current flow may affect the feeding efficiency of particle-feeding organisms and explain how interactions between current flow and the morphology of a particle-feeding organism may affect the organism’s feeding efficiency. Students will also be able to identify at least two environmental factors in addition to current flow that may affect the morphology of reef-building corals.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/edu/media/03cb_complex.pdf 2005 Explorations Life on the Edge <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Effects of habitat complexity on biological diversity (Life Science) </h2> </i> </strong> In this activity, students will be able to describe the significance of complexity in benthic habitats to organisms that live in these habitats and will describe at least three attributes of benthic habitats that can increase the physical complexity of these habitats. Students will also be able to give examples of organisms that increase the structural complexity of their communities and infer and explain relationships between species diversity and habitat complexity in benthic communities.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/edu/media/03cb_eddies.pdf 2005 Explorations Life on the Edge <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Effects of bottom topography on currents (Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will be able to describe at least three types of effects that physical obstructions may have on water flowing past the obstructions, explain at least three ways in which current flow can be significant to benthic organisms, and explain how physical obstructions to current flow can create hazardous swimming conditions.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05deepscope/background/edu/media/now_u_see_me.pdf 2005 Explorations Operation Deep Scope <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: (Life Science) Light, color, and camouflage in the deep ocean. </h2> </i> </strong> In this activity, students will be able to explain light in terms of electromagnetic waves, and explain the relationship between color and wavelength; compare and contrast color related to wavelength with color perceived by biological vision systems; and explain how color and light may be important to deep-sea organisms, even under conditions of near-total darkness. Students will also be able to predict the perceived color of objects when illuminated by light of certain wavelengths.<br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05deepscope/background/edu/media/twisted.pdf 2005 Explorations Operation Deep Scope <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: (Life Science/Physical Science) Polarization vision. </h2> </i> </strong> In this activity, students will be able to explain the meaning of ‘polarized light,’ and will be able to identify three ways in which unpolarized light can become polarized; explain why some animals have polarization vision, and why humans do not have this ability; and discuss three ways in which polarization vision may be useful to marine organisms. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05deepscope/background/edu/media/twisted.pdf 2005 Explorations Operation Deep Scope <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: </h2> </i> </strong> Focus (Life Science) Vision in crustaceans. In this activity, students will be able to describe the overall structure of the crustacean compound eye; describe the eyes of stomatopods, and list three of their visual capabilities; and explain why most vertebrates are unable to detect polarized light, while this ability is more common among some invertebrate groups. Students will also be able to discuss three ways in which animals may benefit from polarization vision. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05stepstones/background/education/ss_2005_friendfoe.pdf 2005 Explorations North Atlantic Stepping Stones <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: (Life Science) - Symbiotic relationships with corals </h2> </i> </strong> In this activity, students will be able to define and describe symbiotic, mutualistic, commensal, parasitic, facultative and obligatory relationships between organisms; describe at least three species that have symbiotic relationships with corals; and discuss whether these relationships are mutualistic, commensal, or parasitic. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05stepstones/background/education/ss_2005_climate.pdf 2005 Explorations North Atlantic Stepping Stones <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: (Physical Science) - Paleoclimatology </h2> </i> </strong> In this activity, students will be able to explain the concept of "paleoclimatological proxies" and describe at least two examples, describe how oxygen isotope ratios are related to water temperature, and interpret data on oxygen isotope ratios to make inferences about the growth rate of deep-sea corals. Students will also be able to define "forcing factor" and will be able to describe at least three forcing factors for climate change and discuss at least three potential consequences of a warmer world climate. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05stepstones/background/education/ss_2005_topbottom.pdf 2005 Explorations North Atlantic Stepping Stones <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: (Earth Science/Life Science) - Impacts of climate change on biological communities of the deep ocean </h2> </i> </strong> In this activity, students will be able to describe thermohaline circulation, explain how climate change might affect thermohaline circulation, and identify the time scale over which such effects might take place. Students will also be able to explain how warmer temperatures might affect wind-driven surface currents and how these effects might impact biological communities of the deep ocean, and discuss at least three potential impacts on biological communities that might result from carbon dioxide sequestration in the deep ocean. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05lostcity/background/edu/media/lostcity05_animals.pdf 2005 Explorations The Lost City <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: - (Life Science) Biological communities at the Lost City Hydrothermal Field </h2> </i> </strong> In this activity, students will be able to compare and contrast living organisms typically found at hydrothermal vent communities associated with volcanic activity with those found at vent communities of the Lost City hydrothermal field, and explain the difference between geologic processes that produce the Lost City Hydrothermal Field and processes that produce previously discovered hydrothermal vents. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05lostcity/background/edu/media/lostcity05_whatsthat.pdf 2005 Explorations The Lost City <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: - (Life Science/Physical Science) </h2> </i> </strong> Investigating Lost City hydrothermal field ecosystems by remotely operated vehicles In this activity, students will be able to describe a sampling strategy for investigating an unknown area, and will be able to explain why this strategy is appropriate for such an investigation; identify and discuss some of the limitations faced by scientists investigating unexplored areas of the deep ocean, and discuss how an autonomous underwater vehicle such as the Autonomous Benthic Explorer (ABE) can contribute to discoveries such as the Lost City Hydrothermal Field. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05lostcity/background/edu/media/lostcity05_towers.pdf 2005 Explorations The Lost City <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: - (Physical Science/Earth Science) pH, buffers, and chemistry of the Lost City hydrothermal chimneys </h2> </i> </strong> In this activity, students will be able to define a buffer, and explain in general terms the carbonate buffer system of seawater; define pH, and contrast the pH of hydrothermal vent fluids at Lost City with those associated with black smokers, and describe the process through which hydrothermal chimneys are formed at Lost City, and identify the primary chemicals involved in this process. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05lostcity/background/edu/media/lostcity05_i_robot.pdf 2005 Explorations The Lost City <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: - (Physical Science/Life Science) Underwater Robotic Vehicles for Scientific Exploration </h2> </i> </strong> In this activity, students will be able to describe and contrast at least three types of underwater robots used for scientific explorations, discuss the advantages and disadvantages of using underwater robots in scientific explorations, and identify robotic vehicles best suited to carry out certain tasks. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05lostcity/background/edu/media/lostcity05_chemdetect.pdf 2005 Explorations The Lost City <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: - (Chemistry/Earth Science) Chemistry of the Lost City Hydrothermal Field </h2> </i> </strong> In this activity, students will be able to compare and contrast the formation processes that produce black smokers and the Lost City hydrothermal field, describe the process of serpentinization and how this process contributes to formation of chimneys at the Lost City hydrothermal field, and describe and explain the chemical reactions that produce hydrogen and methane in Lost City hydrothermal vent fluids. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05lostcity/background/edu/media/lostcity05_massif.pdf 2005 Explorations The Lost City <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: - (Earth Science) Structure and Origin of the Atlantis Massif </h2> </i> </strong> In this activity, students will be able to compare and contrast basalt, gabbro, and peridotite; explain what the presence of these rocks may suggest about the origin of formations where they are found; and describe and interpret research data that suggest possible origins of the Atlantis Massif. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05lostcity/background/edu/media/lostcity05_dinner.pdf 2005 Explorations The Lost City <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: - (Life Science) Trophic relationships in biological communities of the Lost City Hydrothermal Field </h2> </i> </strong> In this activity, students will be able to compare and contrast primary production in biological communities and cold seeps and hydrothermal vents, describe and discuss probable primary production processes in biological communities of the Lost City Hydrothermal Field, and infer probable trophic relationships among macrofauna of the Lost City Hydrothermal Field. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05lostcity/background/edu/media/lostcity05_bugs.pdf 2005 Explorations The Lost City <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: - (Physical Science/Chemistry) Chemistry of the Lost City hydrothermal chimneys </h2> </i> </strong> In this activity, students will be able to define and ‘lipid biomarkers,’ and explain what the presence of certain biomarkers signifies; describe Archaea and explain why these organisms are often considered to be unusual, and contrast Archaea with bacteria and eukaryotes. Students will also be able to define methanogen and methanotroph, explain the relevance of these terms to Archaea, and discuss the potential significance of Archaea at the Lost City Hydrothermal Field. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05arctic/background/edu/media/arctic05_jellycritters.pdf 2005 Explorations The Hidden Ocean, Arctic <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus:- (Life Science) - Gelatinous zooplankton in the Canada Basin </h2> </i> </strong> In this activity, students will be able to compare and contrast at least three different groups of organisms that are included in ‘gelatinous zooplankton’, describe how gelatinous zooplankton fit into marine food webs, and explain how inadequate information about an organism may lead to that organism being perceived as insignificant. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05arctic/background/edu/media/arctic05_threecoldrealms.pdf 2005 Explorations The Hidden Ocean, Arctic <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: – (Biology) Pelagic, benthic and sea ice realms </h2> </i> </strong> In this activity, students will be able to compare and contrast the pelagic, benthic and sea ice realms of the Arctic Ocean, name at least three organisms that are typical of each of these three realms, and explain how the pelagic, benthic and sea ice realms interact with each other. <br/> <br/> <h1> </h1> ___________________________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05arctic/background/edu/media/05arctic_glaciersgone.pdf 2005 Explorations The Hidden Ocean, Arctic <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: – (Earth Science) Arctic Climate Change </h2> </i> </strong> In this activity, students will be able to describe how climate change is affecting sea ice, vegetation, and glaciers in the Arctic region, explain how changes in the Arctic climate can produce global impacts, and will be able to provide three examples of such impacts. Students will also be able to explain how a given impact resulting from climate change may be considered ‘positive’ as well as ‘negative’, and will be able to provide at least one example of each. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05arctic/background/edu/media/05arctic_whatseating.pdf 2005 Explorations The Hidden Ocean, Arctic <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: (Chemistry/Biology) - Trophic relationships in Arctic marine ecosystems </h2> </i> </strong> In this activity, students will be able to describe how ratios of stable nitrogen isotopes can be used to study trophic relationships between marine organisms, make inferences about trophic relationships between organisms and habitats, and compare and contrast organisms in sea ice, pelagic, and benthic communities in terms of feeding strategies and consequent stable nitrogen isotope ratios. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05arctic/background/edu/media/arctic05_gettingtothebottom.pdf 2005 Explorations The Hidden Ocean, Arctic <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: – (Biology) Benthic communities in the Canada Basin </h2> </i> </strong> In this activity, students will be able to identify major taxa that are dominant in deep benthic communities of the Arctic Ocean. Given distribution data for major taxa in different Arctic benthic communities, students will be able to identify patterns in the distribution of these taxa and infer plausible reasons for these patterns. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05arctic/background/edu/media/05arctic_burp.pdf 2005 Explorations The Hidden Ocean, Arctic <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: - (Earth Science) Potential role of Arctic methane deposits in climate change </h2> </i> </strong> In this activity, students will be able to identify the natural processes that produce methane, describe where methane deposits are located in the Arctic region, explain how warmer climates may affect Arctic methane deposits, explain how the release of large volumes of methane might affect Earth’s climate, and describe how methane releases may have contributed to mass extinction events in Earth’s geologic history.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05arctic/background/edu/media/arctic05_goodandbad.pdf 2005 Explorations The Hidden Ocean, Arctic <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: – (Biology/Earth Science) Social, economic and environmental consequences of Arctic climate change </h2> </i> </strong> In this activity, students will be able to identify and explain at least three lines of evidence that suggest the Arctic climate is changing, identify and discuss at least three social, three economic and three environmental consequences expected as a result of Arctic climate change, identify at least three climate-related issues of concern to Arctic indigenous peoples, and identify at least three ways in which Arctic climate change is likely to affect the rest of the Earth’s ecosystems.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05arctic/background/edu/media/arctic05_justjelly.pdf 2005 Explorations The Hidden Ocean, Arctic <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: (Biology) - Water masses and gelatinous zooplankton in the Canada Basin </h2> </i> </strong> In this activity, students will be able to compare and contrast the feeding strategies of at least three different types of gelatinous zooplankton, and explain why gelatinous zooplankton may function at several trophic levels within a marine food web. Given information on the vertical distribution of temperature in a water column, students will be able to make inferences about potential influences on the distribution of planktonic species in the water column.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05fire/background/edu/media/rof05_dinner.pdf 2005 Explorations New Zealand American Submarine Ring of Fire <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Sources of nutrition for biological communities associated with volcanoes of the Marianas Arc (Life Science) </h2> </i> </strong> Students will be able to compare and contrast photosynthesis and chemosynthesis as sources of primary production for biological communities. Students will be able to give at least three examples of organisms that live near hydrothermal vent systems. Students will be able to describe two sources of primary production observed in biological communities associated with volcanoes of the Marianas Arc.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05fire/background/edu/media/rof05_unexplored.pdf 2005 Explorations New Zealand American Submarine Ring of Fire <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Scientific exploration of deep-sea volcanoes (Life Science/Physical Science/Earth Science) </h2> </i> </strong> Students will be able to compare and contrast submarine volcanoes at convergent and divergent plate boundaries. Students will be able to infer the kinds of living organisms that may be found around hydrothermal vents. Students will be able to describe three ways in which scientists may prepare to explore areas that are practically unknown. Students will be able to explain two types of primary production that may be important to biological communities around hydrothermal vents in the Mariana Arc.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05fire/background/edu/media/rof05_explosive.pdf 2005 Explorations New Zealand American Submarine Ring of Fire <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Volcanism on the Pacific Ring of Fire (Earth Science) </h2> </i> </strong> Students will be able to describe the processes that produce the “Submarine Ring of Fire.” Students will be able to explain the factors that contribute to explosive volcanic eruptions. Students will be able to identify at least three benefits that humans derive from volcanism. Students will be able to describe the primary risks posed by volcanic activity in the United States, and will be able to identify the volcano within the continental U.S. that is considered most dangerous.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05fire/background/edu/media/rof05_gas.pdf 2005 Explorations New Zealand American Submarine Ring of Fire <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Effects of temperature and pressure on solubility and phase state (Physical Science/Earth Science) </h2> </i> </strong> Students will be able to describe the effect of temperature and pressure on solubility of gases and solid materials. Students will be able to describe the effect of temperature and pressure on the phase state of gases. Students will be able to infer explanations for observed chemical phenomena around deep-sea volcanoes that are consistent with principles of solubility and phase state.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05fire/background/edu/media/rof05_balancing.pdf 2005 Explorations New Zealand American Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Hydrothermal vent chemistry at subduction volcanoes (Chemistry/Earth Science) </h2> </i> </strong> Students will be able to define and describe hydrothermal circulation systems. Students will be able to explain the overall sequence of chemical reactions that occur in hydrothermal circulation systems. Students will be able to compare and contrast “black smokers” and “white smokers.”Given data on chemical enrichment that occurs in hydrothermal circulation systems, students will be able to make inferences about the relative significance of these systems to ocean chemical balance compared to terrestrial runoff.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05fire/background/edu/media/rof05_difference.pdf 2005 Explorations New Zealand American Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Volcanic processes at convergent and divergent tectonic plate boundaries (Earth Science) </h2> </i> </strong> Students will be able to compare and contrast volcanoes at convergent and divergent plate boundaries. Students will be able to identify three geologic features that are associated with most volcanoes on Earth. Students will be able to explain why some volcanoes erupt explosively while others do not.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05fire/background/edu/media/rof05_smoke.pdf 2005 Explorations New Zealand American Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Hydrothermal vent chemistry at subduction volcanoes (Chemistry) </h2> </i> </strong> Students will be able to use fundamental relationships between melting points, boiling points, solubility, temperature, and pressure to develop plausible explanations for observed chemical phenomena in the vicinity of subduction volcanoes.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/05fire/background/edu/media/rof05_champagne.pdf 2005 Explorations New Zealand American Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Deep ocean carbon dioxide and global climate change (Chemistry/Earth Science) </h2> </i> </strong> Students will be able to interpret phase diagrams, and explain the meaning of “critical point” and “triple point”. Students will be able to define “supercritical fluid,” and will be able to describe two practical uses of supercritical carbon dioxide. Students will be able to discuss the concept of carbon dioxide sequestration.<br/> <br/> <h1> </h1> *****************2004********************* http://www.oceanexplorer.noaa.gov/explorations/04etta/background/edu/media/bump.cake.pdf 2004 Explorations Estuary to the Abyss <strong> Grades 5-6 (Life Science) </strong> <br/> <strong> <i> <h2> Focus: Exploration of deep-sea habitats </h2> </i> </strong> In this activity, students will be able to explain what a habitat is, describe at least three functions or benefits that habitats provide, and describe some habitats that are typical of the Charleston Bump. Students will also be able to describe and discuss at least three difficulties involved in studying deep-sea habitats and describe and explain at least three techniques scientists use to sample habitats, such as those found on the Charleston Bump.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04etta/background/edu/media/bump.bump.pdf 2004 Explorations Estuary to the Abyss <strong> Grades 7-8 (Physical Science) </strong> <br/> <strong> <i> <h2> Focus: Physical and chemical processes associated with the Charleston Bump </h2> </i> </strong> In this activity, students will be able to describe how the Charleston Bump affects the flow of water in the Gulf Stream, describe the potential biological significance of effects induced by the Charleston Bump, and use satellite imagery to obtain information on chlorophyll concentration at selected locations in the Earth’s oceans. Students will also describe the chemical processes that produce the rock-like surface of the Charleston Bump.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04etta/background/edu/media/bump.bump.pdf 2004 Explorations Estuary to the Abyss <strong> Grades 9-12 (Life Science) </strong> <br/> <strong> <i> <h2> Focus: Antimicrobial resistance </h2> </i> </strong> In this activity, students will be able to define and explain antimicrobial resistance, identify and explain at least three human activities that contribute to the emergence of antimicrobial resistance, and explain how research on deep-sea communities may contribute to our knowledge and strategies for dealing with the problem of antimicrobial resistance.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04deepscope/background/edu/media/coollights.pdf 2004 Explorations Operation Deep Scope: Seeing with "New Eyes" <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Light-producing processes and organisms in deep-sea environments </h2> </i> </strong> In this activity, students compare and contrast chemiluminescence, bioluminescence, fluorescence, and phosphorescence. Given observations on materials that emit light under certain conditions, students infer whether the light-producing process is chemiluminescence, fluorescence, or phosphorescence. Students explain three ways in which the ability to produce light may be useful to deep-sea organisms and explain how scientists may be able to use light-producing processes in deep-sea organisms to obtain new observations of these organisms.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04deepscope/background/edu/media/whohaslight.pdf 2004 Explorations Operation Deep Scope: Seeing with "New Eyes" <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Bioluminescence in deep-sea organisms </h2> </i> </strong> In this activity, students compare and contrast chemiluminescence, bioluminescence, fluorescence, and phosphorescence. Students also explain at least three ways in which the ability to produce light may be useful to deep-sea organisms and explain how scientists may be able to use light-producing processes in deep-sea organisms to obtain new observations of these organisms.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04deepscope/background/edu/media/whereislight.pdf 2004 Explorations Operation Deep Scope: Seeing with "New Eyes" <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Bioluminescence </h2> </i> </strong> In this activity, students explain the role of luciferins, luciferases, and co-factors in bioluminescence and the general sequence of the light-emitting process. Additionally, students discuss the major types of luciferins found in marine organisms, define the “lux operon” and discuss at least three ways that bioluminescence may benefit deep-sea organisms. Students give an example of at least one organism that actually receives each of the benefits discussed.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04alaska/background/edu/media/goa04_forests.pdf 2004 Explorations Gulf of Alaska Seamount <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Deep-sea coral communities associated with seamounts (Life Science) </h2> </i> </strong> In this activity, students will be able to explain at least three ways in which seamounts are important to biological communities, infer at least three ways in which deep-sea corals are important to seamount ecosystems, and explain why many scientists are concerned about the future of seamount ecosystems.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04alaska/background/edu/media/goa04_form.pdf 2004 Explorations Gulf of Alaska Seamount <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Morphology and ecological function in habitat-forming deep-sea corals (Life Science) </h2> </i> </strong> In this activity, students will be able to describe at least three ways in which habitat-forming deep-sea corals benefit other species in deep-sea ecosystems, explain at least three ways in which the physical form of habitat-forming deep-sea corals contributes to their ecological function, and explain how habitat-forming deep-sea corals and their associated ecosystems may be important to humans. Students will also be able to describe and discuss conservation issues related to habitat-forming deep-sea corals. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04alaska/background/edu/media/goa04_ironbugs.pdf 2004 Explorations Gulf of Alaska Seamount <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Microbial Metabolism </h2> </i> </strong> In this activity, students will describe how microbial metabolism may affect the dissolution of igneous rocks, define and explain the function of siderophores, describe at least two ways in which bacteria may utilize iron, and explain why iron availability may limit biological activity even though it is extremely abundant in nature.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04mountains/background/edu/media/MTS04.larvae.pdf 2004 Explorations Mountains in the Sea: Exploring the New England Seamount Chain <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Larval recruitment on New England seamounts (Life Science) </h2> </i> </strong> In this activity, students will be able to explain the meaning of “larval dispersal” and “larval retention” and explain their importance to populations of organisms in the marine environment. Given data on recruitment of organisms to artificial substrates, students will also be able to draw inferences about larval dispersal in these species.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04mountains/background/edu/media/MTS04.density.pdf 2004 Explorations Mountains in the Sea: Exploring the New England Seamount Chain <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Temperature, density, and salinity in the deep sea (Physical Science) </h2> </i> </strong> In this activity, students will be able to explain the relationship among temperature, salinity, and density; and, given CTD (conductivity, temperature, and density) data, students will be able to calculate density and construct density profiles of a water column. Students will also be able to explain the concept of sigma-t, and explain how density differences may affect the distribution of organisms in a deep-sea environment.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04mountains/background/edu/media/MTS04.genes.pdf 2004 Explorations Mountains in the Sea: Exploring the New England Seamount Chain <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Gene sequencing and phylogenetic expressions (Life Science) </h2> </i> </strong> In this activity, students will be able to explain the concept of gene-sequence analysis; and, given gene sequence data, students will be able to draw inferences about phylogenetic similarities of different organisms.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04fire/background/edu/media/RoF.volcanism.pdf 2004 Explorations Submarine Ring of Fire - Mariana Arc <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Volcanism on the Mariana Arc (Earth Science) </h2> </i> </strong> Students will be able to explain the tectonic processes that result in the formation of the Mariana Arc and the Mariana Trench. Students will be able to explain why the Mariana Arc is one of the most volcanically active regions on Earth.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04fire/background/edu/media/RoF.friendlyvol.pdf 2004 Explorations Submarine Ring of Fire - Mariana Arc <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Ecological impacts of volcanism in the Mariana Islands (Life Science/Earth Science) </h2> </i> </strong> Students will be able to describe at least three beneficial impacts of volcanic activity on marine ecosystems. Students will be able to explain the overall tectonic processes that cause volcanic activity along the Mariana Arc.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/04fire/background/edu/media/RoF.ventchall.pdf 2004 Explorations Submarine Ring of Fire - Mariana Arc <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Chemistry of hydrothermal vents (Chemistry) </h2> </i> </strong> Students will be able to define hydrothermal vents and explain the overall processes that lead to their formation. Students will be able to explain the origin of mineral-rich fluids associated with hydrothermal vents. Students will be able to explain how “black smokers” and “white smokers” are formed. Students will be able to hypothesize how properties of hydrothermal fluids might be used to locate undiscovered hydrothermal vents.<br/> <br/> <h1> </h1> *****************2003********************* http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_headtofoot.pdf 2003 Explorations Mountains in the Sea <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Deep-sea squids </h2> </i> </strong> In this activity, students will be able to describe the body form and major anatomical structures of squids, describe some unusual or unique features of newly-discovered deep water squid species, and infer what types of food squids probably use from the major anatomical features and body form of squids.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_journey.pdf 2003 Explorations Mountains in the Sea <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration </h2> </i> </strong> In this activity, students will experience the excitement of discovery and problem-solving to learn what organisms could live in extreme environments in the deep ocean; student will understand the importance of ocean exploration.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_fleas.pdf 2003 Explorations Mountains in the Sea <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Physical structure in benthic habitats (Life Science) </h2> </i> </strong> In this activity, students will recognize that natural structures and systems often display recurrent complexity over many scales of measurement, infer the importance of structural complexity to species diversity and abundance in benthic habitats, and discuss ways that octocorals may modify seamount habitats to make these habitats more suitable for other species.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_boombust.pdf 2003 Explorations Mountains in the Sea <strong> Grades </strong> <br/> <strong> <i> <h2> Focus: </h2> </i> </strong> Focus Fishery management In this activity, students will be able to describe stages in a commercial fishery that eventually becomes severely depleted, interpret basic data to predict when a fishery stock is beginning to show signs of overexploitation, and describe the potential consequences of overexploitation on fish populations, marine habitats, and fishing businesses. Students will also be able to described and discuss potential management policies that could avoid or remediate overexploitation in commercial fisheries.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_foodweb.pdf 2003 Explorations Mountains in the Sea <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Food webs in the vicinity of seamounts </h2> </i> </strong> In this activity, students will be able to describe typical marine food webs, and explain why food is generally scarce in the deep-ocean environment and discuss reasons that seamounts may be able to support a higher density of biological organisms than would appear to be possible considering food available from primary production at the ocean’s surface.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_comedown.pdf 2003 Explorations Mountains in the Sea <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration </h2> </i> </strong> In this activity, students will research the development and use of research vessels/vehicles used for deep ocean exploration; students will calculate the density of objects by determining the mass and volume; students will construct a device that exhibits neutral buoyancy.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_deepseacoral.pdf 2003 Explorations Mountains in the Sea <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Deep-sea corals </h2> </i> </strong> In this activity, students will research life found on tropical coral reefs to develop an understanding of the biodiversity of the ecosystem; students will research life found in deep-sea coral beds to develop an understanding of the biodiversity of the ecosystem; students will compare the diversity and adaptations of tropical corals to deep-sea corals.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_fishydesigns.pdf 2003 Explorations Mountains in the Sea <strong> Grades 7-9 </strong> <br/> <strong> <i> <h2> Focus: Adaptations of fishes living in the mesopelagic and bathypelagic zones of the deep ocean </h2> </i> </strong> In this activity, students will learn about the physical location of deep water habitats along the Hudson Shelf Valley and in Hudson Canyon; the basic characteristics of the mesopelagic and bathypelagic zone with regard to depth, temperature, pressure, light level and food availability; and how fishes living in the mesopelagic and bathypelagic zones have adapted to survive in each respective habitat. Students will also learn that many fishes are bioluminescent; why fishes bioluminescence; and will predict where scientists will find certain species of fish living along the Hudson Shelf Valley and in Hudson Canyon.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_roughylife.pdf 2003 Explorations Mountains in the Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Physiological adaptations in deep-sea fishes (Life Science/Chemistry) </h2> </i> </strong> In this activity, students will be able to make inferences about aspects of the natural history of deep-sea fishes based upon information about the biochemical composition of different fish species and discuss the significance of anaerobic respiration, and describe circumstances under which the capacity for anaerobic respiration would be advantageous.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_noescape.pdf 2003 Explorations Mountains in the Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Fate of benthic invertebrate larvae in the vicinity of seamounts (Earth Science) </h2> </i> </strong> In this activity, students will be able to field data to evaluate an hypothesis about the influence of a water circulation cell on the retention of benthic invertebrate larvae in the vicinity of a seamount, and describe some potential advantages and disadvantages to species whose larvae are retained in the vicinity of seamounts where the larvae are produced. Students will also be able to describe the consequences of partial or total larval retention on the biological evolution of species producing these larvae.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_round.pdf 2003 Explorations Mountains in the Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Circulation cells in the vicinity of seamounts (Earth Science) </h2> </i> </strong> In this activity, students will be able to interpret data from a three-dimensional array of current monitors to infer an overall pattern of water circulation, hypothesize what effect an observed water circulation pattern might have on seamount fauna that reproduce by means of floating larvae, and describe the importance of measurements to verify theoretical predictions.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_difference.pdf 2003 Explorations Mountains in the Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Identification of biological communities from survey data (Life Science) </h2> </i> </strong> In this activity, students will be able to calculate a simple similarity coefficient based upon data from biological surveys of different areas, describe similarities between groups of organisms using a dendrogram, and infer conditions that may influence biological communities given information about the groupings of organisms that are found in these communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_designingtools.pdf 2003 Explorations Mountains in the Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration </h2> </i> </strong> In this activity, students will understand the complexity of ocean exploration; students will understand the technological applications and capabilities required for ocean exploration; students will understand the importance of teamwork in scientific research projects; students will develop abilities necessary to do scientific inquiry.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mts_extremeenv.pdf 2003 Explorations Mountains in the Sea <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biological Sampling Methods (Biological Science) </h2> </i> </strong> In this activity, students will understand the use of four methods commonly used by scientists to sample populations; students will understand how to gather, record, and analyze data from a scientific investigation; students will begin to think about what organisms need in order to survive; students will understand the concept of interdependence of organisms.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03windows/background/education/media/03win_badday.pdf 2003 Explorations Windows to the Deep <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Global warming and the Paleocene extinction (Earth Science) </h2> </i> </strong> In this activity, students will be able to describe the overall events that occurred during the Paleocene extinction event, describe the processes that are believed to result in global warming, and infer how a global warming event could have contributed to the Paleocene extinction event.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03windows/background/education/media/03win_fireice.pdf 2003 Explorations Windows to the Deep <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Methane hydrate ice worms and hydrate shrimp (Life Science) </h2> </i> </strong> In this activity, students will be able to define and describe methane hydrate ice worms and hydrate shrimp, infer how methane hydrate ice worms and hydrate shrimp obtain their food, and infer how methane hydrate ice worms and hydrate shrimp may interact with other species in the biological communities of which they are part.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03windows/background/education/media/03win_giants.pdf 2003 Explorations Windows to the Deep <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Xenophyophores (Life Science) </h2> </i> </strong> In this activity, students will be able to define and describe xenophyophores, describe processes of feedings and locomotion in xenophyophores, and will infer how xenophyophores may interact with other species in the biological communities of which they are part.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03windows/background/education/media/03win_lifeisweird.pdf 2003 Explorations Windows to the Deep <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Biological organisms in cold seep communities (Life Science) </h2> </i> </strong> In this activity, students will be able to describe major features of cold seep communities, and list at least five organisms typical of these communities. Students will also be able to infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment, and describe the process of chemosynthesis in general terms, and will be able to contrast chemosynthesis and photosynthesis.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03windows/background/education/media/03win_proof.pdf 2003 Explorations Windows to the Deep <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Potential role of methane hydrates in global warming (Earth Science) </h2> </i> </strong> In this activity, students will be able to describe the overall events that occurred during the Cambrian explosion and Paleocene extinction events and will be able to define methane hydrates and hypothesize how these substances could contribute to global warming. Students will also be able to describe and explain evidence to support the hypothesis that methane hydrates contributed to the Cambrian explosion and Paleocene extinction events.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03windows/background/education/media/03win_bigdeal.pdf 2003 Explorations Windows to the Deep <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Significance of methane hydrates (Life Science) </h2> </i> </strong> In this activity, students will be able to define methane hydrates and describe where these substances are typically found and how they are believed to be formed. Students will also describe at least three ways in which methane hydrates could have a direct impact on their own lives, and describe how additional knowledge of methane hydrates expected from the Blake Ridge expedition could provide human benefits.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03windows/background/education/media/03win_lifestinks.pdf 2003 Explorations Windows to the Deep <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Methane-based chemosynthetic processes (Physical Science) </h2> </i> </strong> In this activity, students will be able to define the process of chemosynthesis, and contrast this process with photosynthesis. Students will also explain the process of methane-based chemosynthesis and explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03windows/background/education/media/03win_hdiverse.pdf 2003 Explorations Windows to the Deep <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Quantifying biological diversity (Life Science) </h2> </i> </strong> In this activity, students will be able to discuss the meaning of “biological diversity” and will be able to compare and contrast the concepts of “variety” and “relative abundance” as they relate to biological diversity. Given abundance and distribution data of species in two communities, students will be able to calculate an appropriate numeric indicator that describes the biological diversity of these communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/education/media/03cb_cake.pdf 2003 Explorations Investigating the Charleston Bump <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Spatial heterogeneity in deep-water coral communities (Life Science) </h2> </i> </strong> In this activity, students will be able to explain what a habitat is, describe at least three functions or benefits that habitats provide, and describe some habitats that are typical of deep-water hard bottom communities. Students will also be able to explain how organisms, such as deep-water corals and sponges, add to the variety of habitats in areas such as the Charleston Bump.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/education/media/03cb_pi.pdf 2003 Explorations Investigating the Charleston Bump <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Structural complexity in benthic habitats (Life Science/Mathematics) </h2> </i> </strong> In this activity, students will be able to describe the importance of structural features that increase surface area in benthic habitats and quantify the relative impact of various structural modifications on surface area in model habitats. Students will also be able to give examples of organisms that increase the structural complexity of their communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/education/media/03cb_clod.pdf 2003 Explorations Investigating the Charleston Bump <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Principles of solubility and measurements of water currents (Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will be able to describe factors that affect the solubility of a chemical substance in seawater and explain how information on the solubility of a substance can be used to measure water currents.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/education/media/03cb_eatthat.pdf 2003 Explorations Investigating the Charleston Bump <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Feeding adaptations among benthic organisms (Life Science) </h2> </i> </strong> In this activity, students will be able to describe at least three nutritional strategies used by benthic organisms typical of deep-water coral communities and describe physical adaptations associated with at least three nutritional strategies used by benthic organisms.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/education/media/03cb_toughhood.pdf 2003 Explorations Investigating the Charleston Bump <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Adaptations of benthic organisms to deep water, hard substrates, and strong currents (Life Science) </h2> </i> </strong> In this activity, students will be able to describe at least three attributes of the deep ocean physical environment that are radically different from ocean habitats near the sea surface and explain at least three morphological or physiological adaptations that allow organisms to survive in the physical environment of the deep ocean. Students will also be able to identify at least three organisms with adaptations to the deep ocean environment that are found (or may be found) on the Charleston Bump.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/education/media/03cbfeedflow.pdf 2003 Explorations Investigating the Charleston Bump <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Effect of water currents on feeding efficiency in corals (Life Science) </h2> </i> </strong> In this activity, students will be able to describe at least two ways in which current flow may affect the feeding efficiency of particle-feeding organisms and explain how interactions between current flow and the morphology of a particle-feeding organism may affect the organism’s feeding efficiency. Students will also be able to identify at least two environmental factors in addition to current flow that may affect the morphology of reef-building corals.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/education/media/03cb_complex.pdf 2003 Explorations Investigating the Charleston Bump <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Effects of habitat complexity on biological diversity (Life Science) </h2> </i> </strong> In this activity, students will be able to describe the significance of complexity in benthic habitats to organisms that live in these habitats and will describe at least three attributes of benthic habitats that can increase the physical complexity of these habitats. Students will also be able to give examples of organisms that increase the structural complexity of their communities and infer and explain relationships between species diversity and habitat complexity in benthic communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bump/background/education/media/03cb_eddies.pdf 2003 Explorations Investigating the Charleston Bump <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Effects of bottom topography on currents (Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will be able to describe at least three types of effect that physical obstructions may have on water flowing past the obstructions, explain at least three ways in which current flow can be significant to benthic organisms, and explain how physical obstructions to current flow can create hazardous swimming conditions.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03edge/background/edu/media/aliens.pdf 2003 Explorations Life on the Edge <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Invasive species (Life Science) </h2> </i> </strong> In this activity, students will be able to compare and contrast “alien species” and “invasive species,” explain positive and negative impacts associated with the introduction of non-native species, and give a specific example of species that produce these impacts. Students will also describe at least three ways in which species may be introduced into non-native environments and discuss actions that can be taken to mitigate negative impacts caused by non-native species.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03edge/background/edu/media/green.pdf 2003 Explorations Life on the Edge <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Seasonal variation in primary production over the southeastern U.S. continental shelf (Life Science/Earth Science) </h2> </i> </strong> In this activity, students will use satellite imagery to obtain information on chlorophyll concentration at selected locations in the Earth’s oceans, explain the relationship between chlorophyll concentration and primary production, and describe seasonal variations in primary production over the southeastern United States. Students will also be able to describe the potential significance of observed variations in primary production to biological communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03edge/background/edu/media/coriolis.pdf 2003 Explorations Life on the Edge <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Coriolis force (Earth Science) </h2> </i> </strong> In this activity, students will be able to describe and explain the Coriolis force, and compare and contrast conditions under which the Coriolis force has a significant impact on objects in motion with conditions under which the influence of the Coriolis force is negligible. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03edge/background/edu/media/ring_dicks.pdf 2003 Explorations Life on the Edge <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Warm- and cold-core rings in the Gulf Stream (Physical Science/Earth Science) </h2> </i> </strong> In this activity, students will describe the overall flow of the Gulf Stream, explain how it affects biological communities in the North Atlantic Ocean, and describe Gulf Stream rings and how they are formed. Students will also compare and contrast warm-core rings and cold-core rings and explain how Gulf Stream rings may affect biological communities on the edge and slope of the continental shelf adjacent to the coasts of North and South Carolina.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03edge/background/edu/media/cool.pdf 2003 Explorations Life on the Edge <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biology and ecology of Lophelia corals (Life Science) </h2> </i> </strong> In this activity, students will describe the basic morphology of Lophelia corals and explain the significance of these organisms, interpret preliminary observations on the behavior of Lophelia polyps, and infer possible explanations for these observations. Students will also discuss why biological communities associated with Lophelia corals are the Focus of major worldwide conservation efforts.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03edge/background/edu/media/dinner.pdf 2003 Explorations Life on the Edge <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Use of isotopes to help define trophic relationships (Life Science) </h2> </i> </strong> In this activity, students will describe at least three energy-obtaining strategies used by organisms in deep-reef communities and interpret analyses of _15N, _13C, and _34S isotope values.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03edge/background/edu/media/whats.pdf 2003 Explorations Life on the Edge <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Short-term variations in sea-surface phenomena of the Gulf Stream (Earth Science) </h2> </i> </strong> In this activity, students will use satellite imagery to obtain information on selected oceanographic parameters in the Gulf Stream and describe short-term variations in selected oceanographic parameters that they have observed in the Gulf Stream. Students will also infer and explain the potential significance of observed oceanographic parameter variations to biological communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03edge/background/edu/media/neighbor.pdf 2003 Explorations Life on the Edge <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Benthic invertebrate groups associated with deep-sea coral reefs (Life Science) </h2> </i> </strong> In this activity, students will be able to recognize and identify some of the fauna groups found in deep-sea coral reef communities, describe common feeding strategies used by benthic animals in deep-sea coral reef communities, and discuss relationships between groups of animals in deep-sea coral reef communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bio/background/edu/media/meds_chemnobackbones.pdf 2003 Explorations Medicines from the Deep Sea: Exploration of the Gulf of Mexico <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Benthic invertebrates that produce pharmacologically active substances (life science) </h2> </i> </strong> In this activity, students will be able to identify at least three groups of benthic invertebrates that are known to produce pharmacologically active compounds and will describe why pharmacologically active compounds derived from benthic invertebrates may be important in treating human diseases. Students will also be able to infer why sessile marine invertebrates appear to be promising sources of new drugs.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bio/background/edu/media/meds_microfriends.pdf 2003 Explorations Medicines from the Deep Sea: Exploration of the Gulf of Mexico <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Beneficial microorganisms (life science) </h2> </i> </strong> In this activity, students will be able to describe at least three ways in which microorganisms benefit people, describe aseptic procedures, and obtain and culture a bacterial sample on a nutrient medium. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bio/background/edu/media/meds_livingcode.pdf 2003 Explorations Medicines from the Deep Sea: Exploration of the Gulf of Mexico <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Functions of cell organelles and the genetic code in chemical synthesis (life science) </h2> </i> </strong> In this activity, students will be able to explain why new drugs are needed to treat cardiovascular disease, cancer, inflammation, and infections; infer why sessile marine invertebrates appear to be promising sources of new drugs; and explain the overall process through which cells manufacture chemicals. Students will also be able to explain why it may be important to sythesize new drugs, rather than relying on the natural production of drugs.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bio/background/edu/media/meds_seeds.pdf 2003 Explorations Medicines from the Deep Sea: Exploration of the Gulf of Mexico <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Bioassays (life science) </h2> </i> </strong> In this activity, students will be able to explain and carry out a simple process for studying the biological effects of chemicals and will be able to infer why organisms such as sessile marine invertebrates appear to be promising sources of new drugs.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bio/background/edu/media/meds_cellmates.pdf 2003 Explorations Medicines from the Deep Sea: Exploration of the Gulf of Mexico <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Bacterial endosymbionts and organelles of eukaryotic cells (life science) </h2> </i> </strong> In this activity, students will be able to compare and contrast prokaryotic and eukaryotic cells, explain the endosymbiont theory for the origin of eukaryotic cell organelles, and explain evidence that suggests an endosymbiotic origin for at least two common eukaryotic cell organelles.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bio/background/edu/media/meds_elecsieve.pdf 2003 Explorations Medicines from the Deep Sea: Exploration of the Gulf of Mexico <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Separation of complex mixtures (chemistry) </h2> </i> </strong> In this activity, students will be able to explain and carry out a simple process for separating complex mixtures, and will be able to infer why organisms such as sessile marine invertebrates appear to be promising sources of new drugs.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03bio/background/edu/media/meds_watchscreen.pdf 2003 Explorations Medicines from the Deep Sea: Exploration of the Gulf of Mexico <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Screening natural products for biological activity (life science) </h2> </i> </strong> In this activity, students will be able to explain and carry out a simple process for screening natural products for biological activity, and will be able to infer why organisms such as sessile marine invertebrates appear to be promising sources of new drugs.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03portland/background/edu/media/portlandwreckdetec.pdf 2003 Explorations Steamship Portland <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Marine archaeology (physical science) </h2> </i> </strong> In this activity, students use a grid system to document the location of artifacts recovered from a model shipwreck site, use data about the location and types of artifacts recovered from a model shipwreck site to draw inferences about the sunken ship and the people who were aboard, and identify and explain types of evidence and expertise that can help verify the nature and historical context of artifacts recovered from shipwrecks.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03portland/background/edu/media/portlandenergy.pdf 2003 Explorations Steamship Portland <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Energy conversions (physical science) </h2> </i> </strong> In this activity, students learn the basic operation of a steam engine and identify and describe the energy conversions involved in the operation of a steam engine.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03portland/background/edu/media/portlandsteamed.pdf 2003 Explorations Steamship Portland <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Energy conversions and simple machines (physical science) </h2> </i> </strong> In this activity, students will explain the basic operation of a steam engine, identify and describe the energy conversions involved in the operation of a steam engine, and identify at least three simple machines in a steam engine and explain their functions.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03portland/background/edu/media/portlandping.pdf 2003 Explorations Steamship Portland <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Sidescan sonar (earth science/physical science) </h2> </i> </strong> In this activity, students will describe sidescan sonar, compare and contrast sidescan sonar with other methods used to search for underwater objects, and make inferences about the topography of an unknown and invisible landscape based on systematic discontinuous measurements of surface relief.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03portland/background/edu/media/portlandfetch.pdf 2003 Explorations Steamship Portland <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Ocean waves and the influence of extreme storms on wave formation (earth science) </h2> </i> </strong> In this activity, students define waves and explain how they are formed, explain the factors that influence the size of ocean waves, and draw plausible inferences about the effect of extreme storm conditions on wave formation.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03portland/background/edu/media/portlandstorm.pdf 2003 Explorations Steamship Portland <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Extreme storms (earth science) </h2> </i> </strong> In this activity, students identify and explain three factors that contributed to extreme storm conditions during the Halloween Nor’easter of 1991, discover how to obtain real-time and historical meteorological data, and compare and contrast extra-tropical cyclones, tropical cyclones, and hybrid storms.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03portland/background/edu/media/portlandsinking.pdf 2003 Explorations Steamship Portland <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Marine archaeology (earth science/mathematics) </h2> </i> </strong> In this activity, students plot the position of a vessel given two bearings on appropriate landmarks, draw inferences about a shipwreck given information on the location and characteristics of artifacts from the wreck, and explain how the debris field associated with a shipwreck gives clues about the circumstances of the sinking ship.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03portland/background/edu/media/portlandwhereami.pdf 2003 Explorations Steamship Portland <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Marine navigation and position finding (earth science) </h2> </i> </strong> In this activity, students identify and explain at least seven different techniques used for marine navigation and position finding, explain the purpose of a marine sextant, and use an astrolabe to solve practical trigonometric problems.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mex/background/edu/media/mexdh_keepaway.pdf 2003 Explorations Gulf of Mexico Deep Sea Habitats <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Effects of pollution on diversity in benthic communities (Life Science) </h2> </i> </strong> In this activity, students will discuss the meaning of “biological diversity” and compare and contrast the concepts of “variety” and “relative abundance” as they relate to biological diversity. Given information on the number of individuals, number of species, and biological diversity at a series of sites, students will make inferences about the possible effects of oil drilling operations on benthic communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mex/background/edu/media/mexdh_architects.pdf 2003 Explorations Gulf of Mexico Deep Sea Habitats <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Reproduction in Cnidaria (Life Science) </h2> </i> </strong> In this activity, students will be able to identify and describe at least five characteristics of Cnidaria coral, compare and contrast the four classes of Cnidaria, and describe typical reproductive strategies used by Cnidaria. Students will also be able to infer which of these strategies are likely to be used by the deep-sea coral Lophelia pertusa, and will be able to describe the advantages of these strategies.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mex/background/edu/media/mexdh_aquarium.pdf 2003 Explorations Gulf of Mexico Deep Sea Habitats <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Niches in coral reef ecosystems (Life Science) </h2> </i> </strong> In this activity, students will compare and contrast coral reefs in shallow water and deep water, describe the major functions that organisms must perform in a coral reef ecosystem, and explain how these functions might be provided in a miniature coral reef ecosystem. Students will also be able to explain the importance of three physical factors in coral reef ecosystems and infer the fundamental source of energy in a deep-water coral reef.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mex/background/edu/media/mexdh_letsgo.pdf 2003 Explorations Gulf of Mexico Deep Sea Habitats <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Characteristics of biological communities on deep-water reef habitats (Life Science) </h2> </i> </strong> In this activity, students will recognize and identify some of the fauna groups found in deep-sea coral reef communities, infer possible reasons for observed distribution of groups of animals in deep-sea coral reef communities, and discuss the meaning of “biological diversity.” Students will compare and contrast the concepts of “variety” and “relative abundance” as they relate to biological diversity, and given abundance and distribution data of species, will be able to calculate an appropriate numeric indicator that describes the biological diversity of a community.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mex/background/edu/media/mexdh_csi.pdf 2003 Explorations Gulf of Mexico Deep Sea Habitats <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Chemotrophic organisms (Life Science/Chemistry) </h2> </i> </strong> In this activity, students will describe at least three chemotrophic symbioses known from deep-sea habitats and will identify and explain at least three indicators of chemotropic nutrition.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mex/background/edu/media/mexdh_gellin.pdf 2003 Explorations Gulf of Mexico Deep Sea Habitats <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: DNA analysis </h2> </i> </strong> In this activity, students will explain and carry out a simple process for separating DNA from tissue samples, explain and carry out a simple process for separating complex mixtures, and explain the process of restriction enzyme analysis.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/03mex/background/edu/media/mexdh_growth.pdf 2003 Explorations Gulf of Mexico Deep Sea Habitats <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Growth rate estimates based on isotope ratios (Life Science/Chemistry) </h2> </i> </strong> In this activity, students will identify and briefly explain two methods for estimating the age of hard corals, learn how oxygen isotope ratios are related to water temperature, and interpret data on oxygen isotope ratios to make inferences about the growth rate of deep-sea corals.<br/> <br/> <h1> </h1> *****************2002********************* http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr5_6_l1.pdf 2002 Explorations Galapagos Rift <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration </h2> </i> </strong> In this activity, students will experience the excitement of discovery and problem-solving to learn about organisms that live in extreme environments in the deep ocean and come to understand the importance of ocean exploration. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr5_6_l2.pdf 2002 Explorations Galapagos Rift <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Vent development along the Galapagos Rift </h2> </i> </strong> In this activity, students will conduct investigations to observe the formation of precipitates; students will create a model of a developing hydrothermal vent; students will generate comparisons between the created hydrothermal vent model and the actual hydrothermal vents developing along the Galapagos Rift.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr5_6_l3.pdf 2002 Explorations Galapagos Rift <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Galapagos Rift Ecosystem - Structure and Function in Living Systems </h2> </i> </strong> In this activity, students will design an invertebrate capable of living near deep-sea hydrothermal vents, and in doing so, will learn about the unique adaptations that organisms must have in order to survive in the extreme environments of the deep sea.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr7_8_l1.pdf 2002 Explorations Galapagos Rift <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration I </h2> </i> </strong> In this activity, students will research the development and use of research vessels/vehicles used for deep ocean exploration; students will calculate the density of objects by determining the mass and volume; students will construct a device that exhibits neutral buoyancy.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr7_8_l2.pdf 2002 Explorations Galapagos Rift <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Galapagos Rift Expedition and Locating Hydrothermal Vents </h2> </i> </strong> In this activity, students will learn how hydrothermal vents are formed and where they are located on the ocean floor; students will learn how scientists use CTDs to locate hydrothermal vents; students will learn how to determine the pH of a water sample and how this variable can be used to detect hydrothermal vent activity.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr7_8_l3.pdf 2002 Explorations Galapagos Rift <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Biological communities associated with hydrothermal vents along the Galapagos Rift and mapping. </h2> </i> </strong> In this activity, students will conduct independent research to discover what types of organisms can survive near hydrothermal vents; students will learn how organisms living along hydrothermal vents can survive in the absence of sunlight and photosynthesis; students will use mapping skills to learn more about the Rose Garden at the Galapagos Rift.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr9_12_l1.pdf 2002 Explorations Galapagos Rift <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration </h2> </i> </strong> In this activity, students will understand the complexity of ocean exploration; students will learn about the technological applications and capabilities required for ocean exploration; students will discover the importance of teamwork in scientific research projects; and students will develop the abilities necessary for scientific inquiry.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr9_12_l2.pdf 2002 Explorations Galapagos Rift <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Mid-Ocean Ridges (Earth Science) </h2> </i> </strong> In this activity, students will be able to describe the processes involved in creating new seafloor at a mid-ocean ridge; students will investigate the Galapagos Spreading Center system; students will understand the different types of plate motion associated with ridge segments and transform faults.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr9_12_l3.pdf 2002 Explorations Galapagos Rift <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Hydrothermal vents </h2> </i> </strong> In this activity, students will demonstrate an understanding of how the processes that result in the formation of hydrothermal vents create new ocean floor; students will demonstrate an understanding of how the transfer of energy effects solids and liquids.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr9-12_l4.pdf 2002 Explorations Galapagos Rift <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Deep Sea Submersibles </h2> </i> </strong> In this activity, students will understand that the physical features of water can be restrictive to movement; students will understand the importance of design in underwater vehicles by designing their own submersible; Students will understand how submersibles such as ALVIN and ABE, use energy, buoyancy, and gravity to enable them to move through the water.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02galapagos/background/education/media/gal_gr9_12_l5.pdf 2002 Explorations Galapagos Rift <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Inheritance of genetic traits and the effect of environmental pressures on the expressed traits. </h2> </i> </strong> In this activity, students will investigate the history of explorations of the hydrothermal vent systems; students will design a new shrimp species based on the introduction of a new gene form from migrating shrimp populations along the rift systems; students will assess the viability of the new shrimp species; students will develop a model for the establish-ment of a population of a new species of shrimp.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02alaska/background/edu/media/crabby5_6.pdf 2002 Explorations Exploring Alaska’s Seamounts <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: The effect of depth on deep-water crab reproductive biology in the Gulf of Alaska </h2> </i> </strong> In this activity, students will analyze data from a simulated sampling program to investigate the influence of water depth on size at reproductive maturity among deep-water crab populations, interpret results of their sampling program to draw conclusions about changes in size at reproductive maturity associated with water depth, and apply their results to draw conclusions about appropriate fishery regulations to protect reproductive opportunity among deep-water crab populations.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02alaska/background/edu/media/volcanoes5_6.pdf 2002 Explorations Exploring Alaska’s Seamounts <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Formation of seamounts the Axial-Cobb-Eikelberg-Patton chain, Gulf of Alaska </h2> </i> </strong> In this activity, students will be able to describe the processes that form seamounts, describe the movement of tectonic plates in the Gulf of Alaska region and explain the types of volcanic activity that might be associated with these movements, and describe how a combination of hotspot activity and tectonic plate movement could produce the arrangement of seamounts observed in the Axial-Cobb-Eikelberg-Patton chain.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02alaska/background/edu/media/biocomm7_8.pdf 2002 Explorations Exploring Alaska’s Seamounts <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Biological Communities of Alaska Seamounts </h2> </i> </strong> In this activity, students will be able to infer why biological communities on seamounts are likely to contain unique or endemic species, calculate an index of similarity between two biological communities given species occurrence data, make inferences about reproductive strategies in species that are endemic to seamounts, and explain the implications of endemic species on seamounts to conservation and extinction of these species.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02alaska/background/edu/media/mapping7_8.pdf 2002 Explorations Exploring Alaska’s Seamounts <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Physical description and mapping of seamounts in the Axial-Cobb-Eikelberg-Patton chain </h2> </i> </strong> In this activity, students will describe major topographic features on the Patton Seamount, interpret two-dimensional topographic data, and create a three-dimensional model of landforms from two-dimensional topographic data.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02alaska/background/edu/media/breaking9_12.pdf 2002 Explorations Exploring Alaska’s Seamounts <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Life Science - Reproductive/developmental strategies of some benthic seamount species </h2> </i> </strong> In this activity, students will be able to compare and contrast common reproductive strategies used by benthic invertebrates, describe the most common reproductive strategies among benthic invertebrates on a seamount and explain why these strategies are appropriate to seamount conditions, describe how certain reproductive strategies favor survival of species on seamounts and what changes on seamounts might favor other strategies, and discuss the implications of reproductive strategy to the conservation and protection of seamount communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02alaska/background/edu/media/thermo9_12.pdf 2002 Explorations Exploring Alaska’s Seamounts <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Physics – Use of deep-water corals be used to determine long-term patterns of climate change </h2> </i> </strong> In this activity, students will be able to explain the concept of paleoclimatological proxies, learn how oxygen isotope ratios are related to water temperature, and interpret data on oxygen isotope ratios to make inferences about climate and climate change in the geologic past.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02alaska/background/edu/media/mystery9_12.pdf 2002 Explorations Exploring Alaska’s Seamounts <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Earth Science - Formation of seamounts in the Axial-Cobb-Eikelberg-Patton chain, Gulf of Alaska </h2> </i> </strong> In this activity, students will be able to describe the processes that form seamounts, learn how isotope ratios can be used to determine the age of volcanic rock, and interpret basalt rock age data from seamounts in the Gulf of Alaska to investigate a hypothesis for the origin of these seamounts.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02alaska/background/edu/media/rock_eaters9_12.pdf 2002 Explorations Exploring Alaska’s Seamounts <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Chemistry, Biology, Earth Science - Chemosynthetic microbes in basalt rocks </h2> </i> </strong> In this activity, students will be able to compare and contrast the processes of photosynthesis and chemosynthesis, identify and describe sources of energy used by various organisms for chemosynthesis, and predict what chemosynthetic reactions might be possible in selected “extreme” environments.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02fire/background/education/media/ring_living_heat_5_6.pdf 2002 Explorations Submarine Ring of Fire <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Hydrothermal vent ecology and transfer of energy among organisms that live near vents. </h2> </i> </strong> In this activity, students will be able to describe how hydrothermal vents are formed and characterize the physical conditions at these sites, explain what chemosynthesis is and contrast this process with photosynthesis, identify autotrophic bacteria as the basis for food webs in hydrothermal vent communities, and describe common food pathways between organisms typically found in hydrothermal vent communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02fire/background/education/media/ring_big_plates_5_6.pdf 2002 Explorations Submarine Ring of Fire <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Plate tectonics – movement of plates, results of plate movement, and magnetic anomalies at spreading centers. </h2> </i> </strong> In this activity, students will be able to describe the motion of tectonic plates and differentiate between three typical boundary types that occur between tectonic plates, infer what type of boundary exists between two tectonic plates, understand how magnetic anomalies provide a record of geologic history around spreading centers, infer the direction of motion between two tectonic plates given information on magnetic anomalies surrounding the spreading ridge between the plates, and describe plate boundaries and tectonic activity in the vicinity of the Juan de Fuca plate.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02fire/background/education/media/ring_topographic_6_8.pdf 2002 Explorations Submarine Ring of Fire <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Topographic and Bathymetric maps </h2> </i> </strong> In this activity, students will be able to create a topographic map from a model land form, interpret a simple topographic map, and explain the differences between topographic and bathymetric maps.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02fire/background/education/media/ring_calling_explorers_9_12.pdf 2002 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration - Recent explorers of deep-sea environments and the relationship between science and history </h2> </i> </strong> In this activity, students will learn what it means to be an explorer, both modern and historic; recognize that not all exploration occurs on land; understand the importance of curiosity, exploration, and the ability to document what one studies; gain insight into the vastness of unexplored places in the deep sea; and gain appreciation of science mentors and role models.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02fire/background/education/media/ring_mystery_9_12.pdf 2002 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Chemistry, Earth Science, Physical Science - Hydrothermal vent chemistry </h2> </i> </strong> In this activity, students will be able to describe hydrothermal vents and characterize vent plumes in terms of physical and chemical properties, describe tow-yo operations and how data from these operations can provide clues to the location of hydrothermal vents, and interpret temperature anomaly data to recognize a probable plume from a hydrothermal vent.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02fire/background/education/media/ring_candy_chemo_9_12.pdf 2002 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biology, Chemistry - Biochemistry of hydrothermal vents </h2> </i> </strong> In this activity, students will differentiate between requirements for life in extreme environments and other environments and will use models to create a visual image of chemicals involved in autotrophic nutrition.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02fire/background/education/media/ring_puzzle_9_12.pdf 2002 Explorations Submarine Ring of Fire <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Anthropology, Earth Science - Origin of the first humans in the Americas </h2> </i> </strong> In this activity, students will be able to describe alternative theories for how the first humans came to the Americas and explain the evidence that supports or contradicts these theories, explain how exploration of a submerged portion of the North American west coast may provide additional insights about the origin of the first Americans, and describe the role of skepticism in scientific inquiry.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_sargassum.pdf 2002 Explorations Islands in the Stream <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Sargassum ecosystem in the Sargasso Sea </h2> </i> </strong> In this activity, students will be able to infer why the brown alga, Sargassum, is likely to be home to many marine organisms and infer that the populations of organisms in the Sargassum are dependent on each other for survival.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_weather.pdf 2002 Explorations Islands in the Stream <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: The close relationship between the ocean and the atmosphere in the South Atlantic Bight </h2> </i> </strong> In this activity, students will learn that the ocean and atmosphere work together as a system, will experiment to find out that heat transfer from the ocean is a cause of much of Earth’s weather, and will make and explain an ocean water cycle.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_deep_sea.pdf 2002 Explorations Islands in the Stream <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Absorption, reflection, and scattering of light in the deep sea; bioluminescence </h2> </i> </strong> In this activity, students will learn that white light (visible light) is comprised of all colors of the spectrum; that the quantity of light decreases with increasing depth in the ocean; that the quality of light changes with increasing depth; that red light penetrates water the least and that blue light penetrates water the most; that many ocean organisms are bioluminescent; that bioluminescent light is usually blue; why organisms bioluminesce; and will learn about several bioluminescent animals through independent research.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_reef_fish.pdf 2002 Explorations Islands in the Stream <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Reef fishes and their habitat requirements (Can be easily adapted for High School Biology) </h2> </i> </strong> In this activity, students will research a species of reef fish to determine its habitat requirements as both a juvenile and an adult. Students will use this information to create a pamphlet in the style of a real estate brochure that will describe the habitat and food requirements of a particular reef fish species as adults and as juveniles and describe how the water quality of local watersheds and other stresses can affect that particular reef fish.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_sediments.pdf 2002 Explorations Islands in the Stream <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Earth Science - Comparing and analyzing the difference in deep-sea sediments </h2> </i> </strong> In this activity, students will learn to compare and contrast similar sediment samples, use the computer as a learning tool, and identify different variables that affect deep-sea habitats and organisms.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_gilligan.pdf 2002 Explorations Islands in the Stream <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Physical Science – Navigation at sea. </h2> </i> </strong> In this activity, students will be able to use dimensional analysis (factor-label) to convert units; read a scale on a map and determine distances from point to point; use knowledge of vectors to calculate resultant velocities; and use simple algebra and the velocity equation (V=distance/time) to solve for velocity, distance, and/or time.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_gyrestraits.pdf 2002 Explorations Islands in the Stream <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Earth Science (May be adapted for Grades 7-8 Earth Science) - Inferring bathymetry that causes eddies </h2> </i> </strong> In this activity, students will use inquiry to infer the bathymetry of the ocean floor located below the ocean surface that causes the formation of an eddy in the Gulf Stream; test their ocean floor designs by building models that simulate the Gulf Stream’s course over their ocean floor while observing if an eddy forms or not and discussing why it does or does not form; predict what changes to their model may produce an eddy; and reconstruct a simple model of the actual ocean floor that results in the Charleston Gyre and compare it to their test models.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_drifting.pdf 2002 Explorations Islands in the Stream <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biology – Adaptations of planktonic organisms in the ocean </h2> </i> </strong> In this activity, students will describe the characteristics of plankton; develop abilities necessary to do scientific inquiry; test the effects of different salinity and temperature on the vertical movement of a model of a planktonic organism; and calculate the velocity of the plankton model. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_light.pdf 2002 Explorations Islands in the Stream <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biology - Adaptations of deepwater organisms </h2> </i> </strong> In this activity, students will participate in an inquiry activity; relate the structure of an appendage to its function; and describe how a deepwater organism responds to its environment without bright light.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_bightisborn.pdf 2002 Explorations Islands in the Stream <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Earth Science - the formation of the South Atlantic Bight </h2> </i> </strong> In this activity, students will sequence and model the events leading to the formation of the southeastern coast of the United States, including the formation of the South Atlantic Bight; examine what forces have changed the structure of this area over geologic time; predict what changes are yet to occur and how these changes have and may affect the populations living in this area, including man.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_lottery.pdf 2002 Explorations Islands in the Stream <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biology - Reproductive strategies of reef fishes </h2> </i> </strong> In this activity, students will be able to explain that fishes that reproduce externally have to release great numbers of eggs and milt (sperm) in order to ensure fertilization.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_spawn.pdf 2002 Explorations Islands in the Stream <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biology - Environmental needs of spawning reef fishes </h2> </i> </strong> In this activity, students will understand that the ability of certain reef fishes to have a successful spawning is dependent on numerous environmental conditions. They will also able to list some of the factors needed by reef fishes in the South Atlantic Bight to have a successful spawn.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02sab/background/edu/media/sab_edge.pdf 2002 Explorations Islands in the Stream <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Earth Science - Bathymetry of the South Atlantic Bight Continental Shelf and Upper Shelf-Edge </h2> </i> </strong> In this activity, students will learn how to interpret a bathymetric map; will learn the main features of the continental margin; will plot and graph bathymetric data; and will think about and discuss the bathymetry of the edge of the continental shelf.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02mexico/background/edu/media/gom_tube_gr56.pdf 2002 Explorations Chemosynthetic Life in the Gulf of Mexico <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Symbiotic relationships in cold-seep communities (Life Science) </h2> </i> </strong> In this activity, students will be able to describe the process of chemosynthesis in general terms, contrast chemosynthesis and photosynthesis, describe major features of cold seep communities, and list at least five organisms typical of these communities. Students will also be able to define symbiosis, describe two examples of symbiosis in cold seep Communities, describe the anatomy of vestimentiferans, and explain how these organisms obtain their food.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02mexico/background/edu/media/gom_twilight.pdf 2002 Explorations Chemosynthetic Life in the Gulf of Mexico <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Deep-sea habitats (Life Science) </h2> </i> </strong> In this activity, students will be able to describe major features of cold seep communities, and list at least five organisms typical of these communities and will infer probable trophic relationships within and between major deep-sea habitats. Students will also be able to describe in the process of chemosynthesis in general terms, contrast chemosynthesis and photosynthesis, and describe major deep-sea habitats and list at least three organisms typical of each habitat.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02mexico/background/edu/media/gom_monsters_gr78.pdf 2002 Explorations Chemosynthetic Life in the Gulf of Mexico <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Predator-prey relationships between cold-seep communities and the surrounding deep-sea environment (Life Science) </h2> </i> </strong> In this activity, students will be able to describe major features of cold seep communities, and list at least five organisms typical of these communities; and will be able to infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment. Students will also be able to describe the process of chemosynthesis in general terms, contrast chemosynthesis and photosynthesis, and describe at least five deep-sea predator organisms.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02mexico/background/edu/media/gom_toughworm.pdf 2002 Explorations Chemosynthetic Life in the Gulf of Mexico <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Physiological adaptations to toxic and hypoxic environments (Life Science) </h2> </i> </strong> In this activity, students will be able to explain the process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps, and describe three physiological adaptations that enhance an organism’s ability to extract oxygen from its environment. Students will also be able to describe the problems posed by hydrogen sulfide for aerobic organisms, and explain three strategies for dealing with these problems.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02mexico/background/edu/media/gom_chemo_gr912.pdf 2002 Explorations Chemosynthetic Life in the Gulf of Mexico <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Chemosynthetic bacteria and succession in chemosynthetic communities (Chemistry/Biology) </h2> </i> </strong> In this activity, students will observe the development of chemosynthetic bacterial communities and will recognize that organisms modify their environment in ways that create opportunities for other organisms to thrive. Students will also be able to explain the process of chemosynthesis and the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02mexico/background/edu/media/gom_moons.pdf 2002 Explorations Chemosynthetic Life in the Gulf of Mexico <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Adaptations to unique or “extreme” environments (earth science) </h2> </i> </strong> In this activity, students will be able to explain the process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps, and will be able to compare physical conditions in deep-sea “extreme” environments to conditions thought to exist on selected moons of Jupiter. Students will also discuss the relevance of chemosynthetic processes in cold seep communities to the possibility of life on other planetary bodies.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02mexico/background/edu/media/gom_biochem.pdf 2002 Explorations Chemosynthetic Life in the Gulf of Mexico <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biochemical clues to energy-obtaining strategies (Chemistry) </h2> </i> </strong> In this activity, students will be able to explain the process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps, and describe three energy-obtaining strategies used by organisms in cold-seep communities. Students will also be able to interpret analyses of enzyme activity and 13C isotope values to draw inferences about energy-obtaining strategies used by organisms in cold-seep communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02mexico/background/edu/media/gom_oldtube.pdf 2002 Explorations Chemosynthetic Life in the Gulf of Mexico <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Growth rate and age of species in cold-seep communities </h2> </i> </strong> In this activity, students will be able to explain the process of chemosynthesis, explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps, and construct a graphic interpretation of age-specific growth, given data on incremental growth rates of different-sized individuals of the same species. Students will also be able to estimate the age of an individual of a specific size, given information on age-specific growth in individuals of the same species.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02mexico/background/edu/media/gom_oldtube.pdf 2002 Explorations Arctic Exploration <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Climate change in the Arctic Ocean </h2> </i> </strong> In this activity, students will be able to identify the three realms of the Arctic Ocean, and describe the relationships between these realms; be able to graphically analyze data on sea ice cover in the Arctic Ocean, and recognize a trend in these data; and discuss possible causes for observed trends in Arctic sea ice, and infer the potential impact of these trends on biological communities in the Arctic.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02arctic/background/education/media/arctic_crystal.pdf 2002 Explorations Arctic Exploration <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Sea ice communities in the Arctic Ocean </h2> </i> </strong> In this activity, students will be able to identify major groups of organisms found in Arctic sea ice communities, describe major physical features of sea ice communities and how these features change during summer and winter, and will be able to explain how these changes affect biological activity within these communities. Students will also be able to describe interactions that take place between sea ice communities, and will be able to explain the importance of sea ice communities to Arctic ecosystems.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02arctic/background/education/media/arctic_sample.pdf 2002 Explorations Arctic Exploration <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Sampling strategies for biological communities </h2> </i> </strong> In this activity, students will be able to identify the three realms of the Arctic Ocean, and describe the relationships between these realms and discuss the advantages and limitations of sampling techniques to study biological communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02arctic/background/education/media/arctic_benthos.pdf 2002 Explorations Arctic Exploration <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Benthic invertebrate groups in the Arctic Ocean </h2> </i> </strong> In this activity, students will be able to recognize and identify major groups found in the Arctic benthos, describe common feeding strategies used by benthic animals in the Arctic Ocean, and discuss relationships between groups of animals in Arctic benthic communities. Students will also be able to discuss the importance of diversity in benthic communities.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02arctic/background/education/media/arctic_productive.pdf 2002 Explorations Arctic Exploration <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Primary productivity and limiting factors in the Arctic Ocean </h2> </i> </strong> In this activity, students will be able to identify the three realms of the Arctic Ocean, and describe the relationships between these realms; and identify major factors that limit primary productivity in the Arctic Ocean, and describe how these factors exert limiting effects. Given data on potentially limiting factors and primary productivity, students will be able to infer which factors are actually having a limiting effect.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02arctic/background/education/media/arctic_bottom.pdf 2002 Explorations Arctic Exploration <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Factors that influence the composition of benthic communities in the deep Arctic Ocean </h2> </i> </strong> In this activity, students will be able to identify the three realms of the Arctic Ocean, and describe the relationships between these realms; describe different species associations in a benthic community; and be able to infer probable feeding strategies used by benthic organisms and relate these strategies to sediment characteristics.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02arctic/background/education/media/arctic_message.pdf 2002 Explorations Arctic Exploration <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Estimating primary productivity (Earth Science/Chemistry) </h2> </i> </strong> In this activity, students will be able to identify the three realms of the Arctic Ocean, and describe the relationships between these realms; explain the relationships between gross primary productivity, net primary productivity, and respiration; and understand how oxygen production and consumption can be measured and used to estimate primary productivity in water bodies.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02arctic/background/education/media/arctic_c_events.pdf 2002 Explorations Arctic Exploration <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Currents and water circulation in the Arctic Ocean (Earth Science) </h2> </i> </strong> In this activity, students will be able to identify the primary driving forces for ocean currents and will be able to infer the type of water circulation to be expected in the Arctic Ocean, given information on temperature, salinity, and bathymetry.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hudson/background/edu/media/hc_sewage.pdf 2002 Explorations Hudson Canyon Cruise <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Sediment sampling and ocean pollution </h2> </i> </strong> In this activity, students will learn about the proximity of the Hudson Shelf Valley and the Hudson Canyon to one of the Nation’s most populated areas; and will learn that from 1987 to 1992, two dumpsites in the Hudson Shelf Valley and Hudson Canyon, were used to dispose of sewage. Students will also learn how scientists collect and use core samples to study seafloor sediments and will learn about some of the impacts of dumping sewage in the ocean. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hudson/background/edu/media/hc_bright_red.pdf 2002 Explorations Hudson Canyon Cruise <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: The diversity and predominance of red deep sea organisms </h2> </i> </strong> In this activity, students will learn about sunlight penetration in the deep ocean, and that many different types of organisms have a red body color as an adaptation for survival in the deep sea. <br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hudson/background/edu/media/hc_fishy_designs.pdf 2002 Explorations Hudson Canyon Cruise <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Adaptations of fishes living in the mesopelagic and bathypelagic zones of the deep ocean </h2> </i> </strong> In this activity, students will learn about the physical location of deep water habitats along the Hudson Shelf Valley and in Hudson Canyon; the basic characteristics of the mesopelagic and bathypelagic zone with regard to depth, temperature, pressure, light level and food availability; and how fishes living in the mesopelagic and bathypelagic zones have adapted to survive in each respective habitat. Students will also learn that many fishes are bioluminescent; why fishes bioluminescence; and will predict where scientists will find certain species of fish living along the Hudson Shelf Valley and in Hudson Canyon.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hudson/background/edu/media/hc_sedimentslide.pdf 2002 Explorations Hudson Canyon Cruise <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Sediment transport in an underwater canyon </h2> </i> </strong> In this activity, students will learn about the proximity of the Hudson Shelf Valley and the Hudson Canyon to one of the Nation’s most populated areas, will learn that from 1987 to 1992, two dumpsites in the Hudson Shelf Valley and Hudson Canyon were used to dispose of sewage, and will learn that canyons transport contaminants from nearshore areas to the deep sea.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hudson/background/edu/media/hc_mapping.pdf 2002 Explorations Hudson Canyon Cruise <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Hudson Canyon Bathymetry (Earth Science) </h2> </i> </strong> In this activity, students will be able to compare and contrast a topographic map to a bathymetric map; students will investigate the various ways in which bathymetric maps are made; students will learn how to interpret a bathymetric map.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hudson/background/edu/media/hc_bet_on_sediments.pdf 2002 Explorations Hudson Canyon Cruise <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Hudson Canyon Sediments (Earth Science) </h2> </i> </strong> In this activity, students will investigate and analyze the patterns of sedimentation in the Hudson Canyon; students will observe how heavier particles sink faster than finer particles; students will learn that submarine landslides (trench slope failures) are sediment "avalanches" that occur in deep-ocean canyons; and students will infer that the passive side of a continental margin is not as geologically static as scientists previously believed.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hudson/background/edu/media/hc_its_a_gas.pdf 2002 Explorations Hudson Canyon Cruise <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Gas Hydrates (Chemistry) </h2> </i> </strong> In this activity, students will discover the importance of carbon, where carbon is stored on Earth, and that the largest reservoir of carbon is gas hydrates; students will comprehend that Earth’s climate changes, and how the greenhouse effect works; students will learn about the potential of hydrates as a major new energy resource; students will understand the use of acoustics for mapping the sea floor and sub-sea floor; and students will explore the conditions under which hydrates form.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hawaii/background/education/media/nwhi_hot.pdf 2002 Explorations Northwestern Hawaiian Islands <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Formation of the Hawaiian archipelago (Earth Science) </h2> </i> </strong> In this activity, students will be able to describe eight stages in the formation of islands in the Hawaiian archipelago and will be able to describe the movement of tectonic plates in the Hawaiian archipelago region. Students will also be able to describe how a combination of hotspot activity and tectonic plate movement could produce the arrangement of seamounts observed in the Hawaiian archipelago.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hawaii/background/education/media/nwhi_oddcouple.pdf 2002 Explorations Northwestern Hawaiian Islands <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Symbiotic relationships (Life Science) </h2> </i> </strong> In this activity, students will be able to define and describe symbiotic, mutualistic, commensal, and parasitic relationships between organisms and will be able to describe the benefits of a mutualistic relationship between hermit crabs and sea anemones.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hawaii/background/education/media/nwhi_mapping.pdf 2002 Explorations Northwestern Hawaiian Islands <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Bathymetric mapping of deep-sea habitats (Earth Science - This activity can be easily modified for Grades 5-6) </h2> </i> </strong> In this activity, students will be able to create a two-dimensional topographic map given bathymetric survey data, will create a three-dimensional model of landforms from a two-dimensional topographic map, and will be able to interpret two- and three-dimensional topographic data.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hawaii/background/education/media/nwhi_bowl.pdf 2002 Explorations Northwestern Hawaiian Islands <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Unusual or unique features that characterize the Northwestern Hawaiian Islands and their associated deep-sea environment. (Life Science/Physical Science) </h2> </i> </strong> In this activity, students will be able to describe the movement of tectonic plates in the Hawaiian archipelago region, describe how a combination of hotspot activity and tectonic plate movement could produce the arrangement of seamounts observed in the Hawaiian archipelago, and describe the importance and distinguishing features of precious corals. Students will also be able to discuss the reasons for the endangered status of the Hawaiian monk seal and describe at least three preliminary findings from the 2002 Northwestern Hawaiian Islands Expedition.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hawaii/background/education/media/nwhi_lights.pdf 2002 Explorations Northwestern Hawaiian Islands <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Bioluminescence </h2> </i> </strong> In this activity, students will be able to describe, compare, and contrast bioluminescence, fluorescence, phosphorescence, and chemiluminescence; and students will be able to explain the role of three major components of bioluminescent systems. Students will also be able to explain how at least three organisms use bioluminescence, and will discuss at least three practical applications of knowledge about bioluminescence and how this knowledge may benefit humans.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hawaii/background/education/media/nwhi_seals.pdf 2002 Explorations Northwestern Hawaiian Islands <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Ecological relationships and management of Hawaiian monk seals and precious corals. </h2> </i> </strong> In this activity, students will be able to describe the ecological relationships between Hawaiian monk seals and deep-water precious corals, and will be able to describe and explain at least two different viewpoints on how monk seals and precious coral resources should be managed in the Northwestern Hawaiian Islands. Students will also be able to list at least four reasons that Hawaiian monk seals are endangered, describe a management strategy for monk seals and precious coral resources, and explain the rationale for this strategy.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hawaii/background/education/media/nwhi_roots.pdf 2002 Explorations Northwestern Hawaiian Islands <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Seismology and geological origins of the Hawaiian Islands (Earth Science) </h2> </i> </strong> In this activity, students will be able to explain the processes of plate tectonics and volcanism that resulted in the formation of the Hawaiian Islands and will be able to describe, compare, and contrast S waves and P waves. Students will also be able to explain how seismic data recorded at different locations can be used to determine the epicenter of an earthquake and will infer a probable explanation for the existence of ultra-low velocity zones, and explain how these zones may be related to the Hawaiian hotspot.<br/> <br/> <h1> </h1> ___________________________________________________ http://www.oceanexplorer.noaa.gov/explorations/02hawaii/background/education/media/nwhi_currents.pdf 2002 Explorations Northwestern Hawaiian Islands <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: The effect of bottom topography on deep-sea currents; the effect of currents on precious coral communities (Earth Science) </h2> </i> </strong> In this activity, students will be able to describe, compare, and contrast major forces that drive ocean currents and discuss the general effects of topography on current velocity. Students will also be able to discuss how velocity affects the ability of a current to transport sand and explain why deep-sea precious corals are more frequently found in areas having strong currents.<br/> <br/> <h1> </h1> *****************2001********************* http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/journey.pdf 2001 Explorations Deep East <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration </h2> </i> </strong> In this activity, students will experience the excitement of discovery and problem-solving to learn about organisms that live in extreme environments in the deep ocean; students will come to understand the importance of ocean exploration. <br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/coral_mania.pdf 2001 Explorations Deep East <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: George’s Bank </h2> </i> </strong> In this activity, students will learn about the corals that live in the deep-sea environment and why they are able to colonize this inhospitable habitat.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/whats_new.pdf 2001 Explorations Deep East <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Hudson Canyon </h2> </i> </strong> In this activity, students will learn about biodiversity in Hudson Canyon and about similarities and differences between related organisms.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/what_on_earth.pdf 2001 Explorations Deep East <strong> Grades 5-6 </strong> <br/> <strong> <i> <h2> Focus: Blake’s Ridge I </h2> </i> </strong> In this activity, students will understand various sampling technologies used by submersibles in ocean exploration.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/come_down.pdf 2001 Explorations Deep East <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration </h2> </i> </strong> In this activity, students will research the development and use of research vessels/vehicles used for deep ocean exploration; students will calculate the density of objects by determining the mass and volume and students will construct a device that exhibits neutral buoyancy.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/come_down.pdf 2001 Explorations Deep East <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: George’s Bank </h2> </i> </strong> In this activity, students will research life found on tropical coral reefs to develop an understanding of the biodiversity of the ecosystem; students will research life found in deep-sea coral beds to develop an understanding of the biodiversity of the ecosystem; and students will compare the diversity and adaptations of tropical corals to deep-sea corals.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/dumps.pdf 2001 Explorations Deep East <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Hudson Canyon </h2> </i> </strong> In this activity, students will determine the impacts (fate and effects) of past dumping activities at the DWD106-Mile Dump Site in the Hudson River Canyon.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/design.pdf 2001 Explorations Deep East <strong> Grades 7-8 </strong> <br/> <strong> <i> <h2> Focus: Blake’s Ridge </h2> </i> </strong> In this activity, students will 'design' an invertebrate or vertebrate capable of living in a methane hydrate ecosystem.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/dehslessons1.pdf 2001 Explorations Deep East <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Ocean Exploration </h2> </i> </strong> In this activity, students will understand the complexity of ocean exploration; students will learn about the technological applications and capabilities required for ocean exploration; students will discover the importance of teamwork in scientific research projects; and students will develop the abilities necessary for scientific inquiry.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/mapping.pdf 2001 Explorations Deep East <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Hudson Canyon Bathymetry (Earth Science) </h2> </i> </strong> In this activity, students will be able to compare and contrast a topographic map to a bathymetric map; students will investigate the various ways in which bathymetric maps are made; students will learn how to interpret a bathymetric map.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/sediments.pdf 2001 Explorations Deep East <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Hudson Canyon Sediments (Earth Science) </h2> </i> </strong> In this activity, students will investigate and analyze the patterns of sedimentation in the Hudson Canyon; students will observe how heavier particles sink faster than finer particles; students will learn that submarine landslides (trench slope failures) are sediment "avalanches" that occur in deep-ocean canyons; and students will infer that the passive side of a continental margin is not as geologically static as scientists previously believed.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/gas_hydrates.pdf 2001 Explorations Deep East <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Gas Hydrates on the Blake Ridge (Chemistry) </h2> </i> </strong> In this activity, students will discover the importance of carbon, where carbon is stored on Earth, and that the largest reservoir of carbon is gas hydrates; students will comprehend that Earth’s climate changes, and how the greenhouse effect works; students will learn about the potential of hydrates as a major new energy resource; students will understand the use of acoustics for mapping the sea floor and sub-sea floor; and students will explore the conditions under which hydrates form.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/media/navigation.pdf 2001 Explorations Deep East <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Underwater Navigation (Physical Science) </h2> </i> </strong> In this activity, students will describe how the compass, Global Positioning System (GPS), and sonar are used in underwater explorations; and students will understand how navigational tools can be used to determine positions and navigate in the underwater environment.<br/> <br/> <h1> </h1> ___________________________________________________ http://oceanexplorer.noaa.gov/explorations/deepeast01/background/education/extreme.pdf 2001 Explorations Deep East <strong> Grades 9-12 </strong> <br/> <strong> <i> <h2> Focus: Biological Sampling Methods (Biological Science) </h2> </i> </strong> In this activity, students will be introduced to four methods commonly used by scientists to sample populations; students will learn how to gather, record, and analyze data from a scientific investigation; students will consider what organisms need in order to survive; and students will understand the concept of the interdependence of organisms.<br/> <br/> <h1> </h1> *****************end*********************