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Designing Tools for Ocean Exploration. Galapagos Rifts
TITLE
Expedition--Grades 9-12. Overview: Ocean Exploration.
National Oceanic and Atmospheric Administration (DOC),
INSTITUTION
Rockville, MD.
2002-00-00
PUB DATE
NOTE
15p.
Guides - Classroom
PUB TYPE
Teacher (052)
EDRS Price MF01/PC01 Plus Postage.
EDRS PRICE
Curriculum Design; Earth Science; Ecology; Inquiry; Lesson
DESCRIPTORS
Plans; *Marine Biology; Middle Schools; *Oceanography;
Science Activities; Science Education; Teaching Methods
ABSTRACT
This activity teaches about the complexity of ocean
exploration, the technological applications and capabilities required for
ocean exploration, the importance of teamwork in scientific research
projects, and developing abilities necessary to do scientific inquiry. The
activity provides learning objectives, a list of needed materials, key
vocabulary words, background information, day-to-day procedures, internet
connections, career ideas, integrated subject areas, evaluation tips,
extension ideas, and National Science Education Standards connections.
(KHR)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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Designing Tools for Ocean Exploration
Grades 9-12
Galapagos Rift Expedition
Overview: Ocean Exploration
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to improve
reproduction quality
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
National Oceanic and Atmospheric Administration
U.S. Department of Commerce
BEST COPY AVAILABLE
2
Galapagos Rift ExpeditionGrades 9-12
Overview: Ocean Exploration
Focus
MATERIALS
Ocean Exploration
Simulated Ocean (per class)
(Garbage Can or Tupperware
1 Container
Container or Cooler (Min. 12" Deep and 2
GRADE LEVEL
9-12
feet by 2 feet square)
1 Sampling Grid the size of container (mark
Focus QUESTION
on the edges of the container as shown
What types of tools and technology are used in
below to make the borders of the grid)
ocean exploration?
LEARNING OBJECTIVES
Students will understand the complexity of
ocean exploration.
Students will understand the technological
applications and capabilities required for
ocean exploration.
2'
Students will understand the importance of
teamwork in scientific research projects.
mixed together
Sand/Rocks/Gravel/Bricks
and place in the bottom of the container
Students will develop abilities necessary to do
enough to cover the bottom to about 2-3
scientific inquiry.
inches deep)
enough to fill the
Water (add salt if desired)
ADAPTATIONS FOR DEAF STUDENTS
container to several inches from the top
Teacher performs duties of Chief Scientist
3 bottles of dark food coloring
(at least
as well as captain. This eliminates the need
three colors to make water dark)
for the mission log.
All students work in one group and per-
Bottom-dwelling "Organisms" (per class)
form all samples
10 20 "simulated clams"
buttons, pennies, or
Pre-teach vocabulary
tinfoil (rolled into a ball the size of a pea)
Chief Scientist prepares dive schedule and
10 20 "simulated worms" wire, fishing
grid prior to beginning of lesson
line, small springs 1-2 inches in length
Lesson will require three days
20 40 "simulated crustaceans"
rice, beans
glitter or
U.S. DEPARTMENT OF EDUCATION
1 bottle "simulated foraminiferans"
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
small beads
CENTER (ERIC)
his document has been reproduced as
received from the person or organization
1......1.
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
3
official OERI position or policy.
Galapagos Rift ExpeditionGrades 9-12
Overview: Ocean Exploration
Supplies to Make Ocean Exploration Tools * (per class)
TEACHING TIME
roll of wire
Two 45-minute periods
1
roll of fishing line
1
1 pair of panty hose
SEATING ARRANGEMENT
Cooperative groups of three to five
1 box of washers
3 garden hose sections
MAXIMUM NUMBER OF STUDENTS
15 fishing weights
30 students
10 paper cups
1 box of paper clips
KEY WORDS
3 PVC pipe 1" diameter x 6" long sections
Chief Scientist
Exploration
1 box plastic or paper straws
Deployment
Principal Investigator (PI)
roll of duct tape
1
Technician Retrieval
6 plastic soda bottles (20 oz.)
3
Chain of Command
Sample
6 magnets
3
Grid
Mission
roll of string
Mission Log
Foraminiferans
1
10 toilet paper or paper towel rolls
Crustaceans
Dive Log
Core Sample Infauna
6 pens/pencils
3
Interstitial water
Sediment
6 pair of scissors
3
Submersible
Diversity
10 corks
Habitat
Topography
10 film containers
Biotechnology
Species
3 bottles of glue/rubber cement
BACKGROUND INFORMATION
You may add or delete materials. These are
How did the ocean form? Where does it get its
suggestions of items that can be used by students
power? Why is it blue, brown, or green? What
to design sampling tools.
is living in it? Why do marine plants and ani-
mals look the way they do? What do they eat
See attachments
Printed Materials
and where do they come from? Why do
6 copies of Mission Statement
3
marine organisms change color and shape as
6 copies of Chain of Command
3
they grow? How do they protect themselves?
1 copy of Job Description Cards
How do they reproduce and what do their
1 copy of Mission Log
young look like? Certainly these are some of
6 copies of Dive log
3
the questions asked thousands of years ago
1 copy of Dive Schedule
before explorers had access to what we con-
Overhead of Chain of Command diagram
sider, at best, extremely primitive instrumenta-
tion and ocean-going vessels.
AUDIO/VISUAL EQUIPMENT
Overhead projector
a
Galapagos Rift ExpeditionGrades 9-12
Overview: Ocean Exploration
Today, we have sophisticated technological
Pre-class Teacher Set Up:
capabilities that have made the ocean more
Set Up Simulated Ocean
Arrange sand, rocks, gravel, and/or
"visible" and more accessible than it has ever
1
bricks on the bottom of the container to
been before. As a result of "new technological
create "bottom topography."
eyes," hundreds of new species and new
Arrange "critters" on the bottom and in
ecosystems have been discoveredsome of
2.
which may hold the keys to the origin of life on
the sand.
Slowly add water, leaving several inches
Earth, cures to life-threatening diseases, and
3.
open at top.
knowledge about presently-unknown metabolic
Mix three colors of food coloring to
pathways for obtaining and using energy to
4.
make the water dark so students cannot
support life here on Earth.
see the bottom.
Even though we live on an Ocean Planet,
approximately two-thirds of which is covered
Set Up Ocean Exploration Supplies
Divide supplies for making ocean explo-
by water, approximately 95% of the ocean
1
ration tools into 3 groups. Each group
remains unexplored. Recent progress in tech-
of students should have a wide variety of
nology permits us to completely rethink how we
materials to use, however they may not
conduct exploration and oceanographic stud-
use all of these supplies. Place material
ies. Developments in biotechnology, sensors,
into a box or on a tray to give to each
telemetry, power sources, microcomputers, and
materials science now permit the U.S. to dream
Chief Scientist.
of rivaling space exploration and our ability to
go to and study the undersea frontier. We need
Procedure:
Choose Chief Scientist.
not be limited by weather and blind sampling
1.
Create groups of three to five students.
from ships, but like the true explorers, can
2.
One student in each group will be the
immerse ourselves in new places and events.
Principal Investigator. One group will
The great challenge is getting to the frontier.
sample and study infauna, one group
Once there, we can use many of the same tools
will sample and study sediments, and
and technologies used by scientists studying
one group will sample and study water.
terrestrial habitats.
Each group will first design and test
sampling tools for their specific subject of
LEARNING PROCEDURE
Day 1: The activities of Day I are to choose the
interest.
Hand out and review Science Mission
Investigation Teams, to design the sampling tools
3.
and to test the sampling tools in the Simulated Statement
Hand out and review Chain of
4.
Ocean.
Command worksheet
Hand out Job Description Cards to each
5.
group
Galapagos Rift ExpeditionGrades 9-12
Overview: Ocean Exploration
previous day. Student sampling tools should
Students perform their specific jobs.
6.
be ready to use to collect actual samples.
a. Each Principal Investigator leads his/her
team in the development of a Team
Name.
Procedure:
1. Students perform specific jobs for the day.
b. Captain (teacher) hands out ocean explo-
a. Have a Science Team Meeting (whole
ration supplies to the Chief Scientist, who
class) where the Chief Scientist announces
should distribute the materials to each
the dive plan for the day and shows the
Principal Investigator.
Dive Schedule. Each team is assigned
c. The Chief Scientist describes exploration
grids and times in which to collect their
supplies to the Principal Investigators.
d. The Principal Investigators and Technicians
samples.
b. Each Principal Investigator executes their
assemble materials to make exploration
Mission. Each Team should report to the
tools for data collection. There are many
Simulated Ocean at the assigned times
materials from which students can choose
with their sampling tools and with a con-
to design the sampling tools. Tools should
tainer in which to store their samples.
be designed and then tested in the
Teams should analyze their collected sam-
Simulated Ocean. The Principal
ples. The Principal Investigator for each
Investigator must get permission from the
group is responsible for completing the
Chief Scientist to perform the tests.
Dive Log for his/her Team. This Dive Log
e. The Chief Scientist develops the dive plan
is then given to the Chief Scientist.
and grid scheme for each Principal
c. The Chief Scientist may adjust the dive
Investigator. This information is then writ-
ten onto the Dive Schedule sheet. The
schedule as necessary.
d. Have a Science Team Meeting where
Chief Scientist must decide in which grids
each Principal Investigator reports the
each group will sample and decides when
findings of the day.
the different groups can sample. The actu-
e. The Chief Scientist compiles the Dive Logs
al sampling will most likely be carried out
into one final report called the Mission
on the second day of the activity. The
Log. These reports are all then turned
Chief Scientist will announce the dive plan
over to the Captain.
at the Science Team Meeting at the begin-
ning of the second day. The Captain
(teacher) should remind the Chief Scientist
THE BRIDGE CONNECTION
that each group should collect several
www.vims.edu/bridge/technology.html
Learn more about ocean technology by going to
samples from various grid locations within
the BRIDGE Website and highlighting
the Simulated Ocean.
"Technology." Learn about the submersible
ALVIN, watch a video about students building a
Day 2:
Remotely Operated Vehicle, learn about the
Teacher Set Up:
underwater habitat Aquarius and more.
Simulated Ocean should still be set up from the
Galapagos Rift ExpeditionGrades 9-12
Overview: Ocean Exploration
Visit the National Marine Sanctuaries web page
THE "ME" CONNECTION
for a GIS fly-through of the Channel Islands
Ask students to investigate career opportunities
National Marine Sanctuary at
as ocean explorers, ocean scientists, and others
whose careers support ocean science research
htip://www.cinms.nos.noaa.gov/
and exploration, such as technicians, ocean
engineers, and research vessel crew members.
RESOURCES
http://[email protected] and
www.divediscover.whoi.edu
CONNECTION TO OTHER SUBJECTS
Follow the Galapagos Rift Expedition daily as
Mathematics
documentaries and discoveries are posted each
Language Arts
day for your classroom use. A wealth of
Art/Design
resource information can also be found at both
of these sites.
EVALUATIONS
Students will write a paragraph summarizing
what they learned, including a list of other
NATIONAL SCIENCE EDUCATION STANDARDS
Science as Inquiry - Content Standard A:
equipment that might have made the mission
Abilities necessary to do scientific inquiry
more successful.
Understandings about scientific inquiry
The teacher will review each group's Dive Log
Content Standard D
Earth and Space Science
Structure of the Earth system
handed in by the Chief Scientists.
Content Standard E:
Science and Technology
Abilities of technological design
EXTENSIONS
Understandings about science and technol-
Have your students visit
ogy
http://[email protected] and
Content
Science in Personal and Social Perspectives
www.divediscover.whoi.edu with a member of their
family each day to keep up to date with the
Standard F:
Risks and benefits
latest Galapagos Rift Expedition discoveries.
Science and technology in society
History and Nature of Science
Content Standard G:
Ask students to write a story describing a day
Science as a human endeavor
on a research vessel, including themselves in
Nature of science
the crew.
History of science
Ask students to investigate significant events
from the past in ocean exploration.
Ask students to act as if they were the pilots
Activity developed by Susan Morrison, James
operating a deep sea submersible.
Island Middle School
Ask students to create a "survival kit" for a
deep-sea mission.
Ask students to investigate technologies of the past
used in previous ocean exploration initiatives.
Galapagos Rift ExpeditionGrades 9-12
Overview: Ocean Exploration
Mission Statement
We are on a scientific mission at the Galapagos Rift. The
Chief Scientist's proposal is to sample the sediment type,
infauna, and water near hydrothermal vents. The purpose
of this is to study species and habitat diversity in the area.
To accomplish this, the Principal Investigators, with the
assistance of their Technicians, will be taking core and
water samples. The water depth is greater than 2,000
meters, the topography is rugged, and we wish to sample
microhabitats; including mounds, burrows, and wave fea-
tures. As such, your core samples will be taken from an
occupied submersible.
Galapagos Rift ExpeditionGrades 9-12
Overview: Ocean Exploration
Dive Schedule
To be completed by the Chief Scientist
Grid Location
Date and Time
Team/PI Name
9
Galapagos Rift ExpeditionGrades 9-12
Overview: Ocean Exploration
Chain of Command
Captain of the Vessel
(Teacher)
Chief Scientist
1
Water Sample
Infauna
Sed ment
Principal Investigator
Principal Investigator Principal Investigator
I
I
I
Water Samp e Technician 1
Sediment Technician 1
Infauna Technician 1
Water Samp e Technician 2
Sediment Technician 2
Infauna Technician 2
Water Samp e Technician 3
Infauna Technician 3
Sediment Technician 3
Water Sample Technician 4
Sediment Technician 4
Infauna Technician 4
Note to Teacher:
Divide the class evenly among the three Technician groups
once you have determined the Chief Scientist and the Principal Investigators.
