Lesson Plans
Educators and scientists working with NOAA developed a series of lessons for students in Grades 5 - 12 that are specifically tied to the science behind the Gulf of Mexico 2006 Expedition. These lessons focus on cutting-edge ocean exploration and research using state-of-the-art technologies.
The lessons are grouped into the following categories:
Grades 5-6
Grades 7-8
Grades 9-12 (Chemical, Biological, Earth, and Physical Science)
In addition to being tied to the National Science Education Standards and the Ocean Literacy Essential Principles and Fundamental Concepts, the hands-on, inquiry-based activities include focus questions, background information for teachers, links to interesting Internet sites, and extensions. Web logs that document the latest discoveries and complement the lessons, complete with compelling images and video, will be sent back each day from sea. Teachers are encouraged to use the daily logs from the Gulf of Mexico 2006 Expedition, which are posted on this site, to supplement the lessons.
Read a description of each lesson and/or download them to your computer. All of the lessons are available in a PDF format, and may be viewed and printed with the free Adobe Acrobat Reader. To download a lesson, click on its title from the listing below. (Note: if you have problems downloading one of these lessons, right-click on the link and save the lesson to your desktop.)
Keep Away
Focus: Effects of pollution on diversity in benthic communities (Life Science)
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.
What’s In That Cake?
Focus: Exploration of deep-sea habitats
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.
Life is Weird
Focus: Biological organisms in cold seep communities (Life Science)
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.
It's a Gas! Or Is It?
Focus: Effects of temperature and pressure on solubility and phase state (Physical Science/Earth Science)
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.
Chemosynthesis for the Classroom
Focus: Chemosynthetic bacteria and succession in chemosynthetic communities (Chemistry/Biology)
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.
How Diverse is That?
Focus: Quantifying biological diversity (Life Science)
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.
C.S.I. on the Deep Reef (Chemotrophic Species Investigations, That Is)
Focus: Chemotrophic organisms (Life Science/Chemistry)
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.
Other Relevant Lessons from NOAA’s Ocean Exploration Program
Grades 5-6
Let's Make a Tubeworm! (6 pages, 464k) (from the 2002 Gulf of Mexico Expedition)
Focus: Symbiotic relationships in cold-seep communities (Life Science)
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.
Entering the Twilight Zone (6 pages, 468k)) (from the 2002 Gulf of Mexico Expedition)
Focus: Deep-sea habitats (Life Science)
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.
Journey to the Unknown & Why Do We Explore (10 pages, 596k) (from the 2002 Galapagos Rift Expedition)
Focus: Ocean Exploration
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.
Chemists Without Backbones (4 pages, 356k) (from the 2003 Deep Sea Medicines Expedition)
Focus: Benthic invertebrates that produce pharmacologically active substances (life science)
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.
Grades 7-8
Monsters of the Deep (6 pages, 464k)) (from the 2002 Gulf of Mexico Expedition)
Focus: Predator-prey relationships between cold-seep communities and the surrounding deep-sea environment (Life Science)
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.
One Tough Worm (8 pages, 476k)) (from the 2002 Gulf of Mexico Expedition)
Focus: Physiological adaptations to toxic and hypoxic environments (Life Science)
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.
Come on Down! (6 pages, 464k) (from the 2002 Galapagos Rift Expedition)
Focus: Ocean Exploration
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.
Let's Go to the Video Tape! (7 pages, 552k) (from the 2003 Gulf of Mexico Deep Sea Habitats Expedition)
Focus: Characteristics of biological communities on deep-water reef habitats (Life Science)
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.
Living by the Code (5 pages, 400k) (from the 2003 Deep Sea Medicines Expedition)
Focus: Functions of cell organelles and the genetic code in chemical synthesis (life science)
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 synthesize new drugs, rather than relying on the natural production of drugs.
Mapping Deep-sea Habitats in the Northwestern Hawaiian Islands (7 pages, 80kb) (from the 2002 Northwestern Hawaiian Islands Expedition)
Focus: Bathymetric mapping of deep-sea habitats (Earth Science - This activity can be easily modified for Grades 5-6)
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.
Grades 9-12
Biochemistry Detectives (8 pages, 480k)) (from the 2002 Gulf of Mexico Expedition)
Focus: Biochemical clues to energy-obtaining strategies (Chemistry)
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.
This Old Tubeworm (10 pages, 484k)) (from the 2002 Gulf of Mexico Expedition)
Focus: Growth rate and age of species in cold-seep communities
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 specific size, given information on age-specific growth in individuals of the same species.
Hot Food (4 pages, 372k) (from the 2003 Gulf of Mexico Deep Sea Habitats Expedition)
Focus: Energy content of hydrocarbon substrates in chemosynthesis (Chemistry)
In this activity, students will compare and contrast photosynthesis and chemosynthesis as processes that provide energy to biological communities, and given information on the molecular structure of two or more substances, will make inferences about the relative amount of energy that could be provided by the substances. Students will also be able to make inferences about the potential of light hydrocarbons as an energy source for deep-water coral reef communities.
Cool Corals (7 pages, 476k) (from the 2003 Life on the Edge Expedition)
Focus: Biology and ecology of Lophelia corals (Life Science)
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.
Submersible Designer (4 pages, 452k) (from the 2002 Galapagos Rift Expedition)
Focus: Deep Sea Submersibles
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.
The Benthic Drugstore (4 pages, 360k) (from the 2003 Deep Sea Medicines Expedition)
Focus: Pharmacologically active chemicals derived from marine invertebrates (life science)
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.
What's the Difference? (15 pages, 1Mb) (from the 2003 Mountains in the Sea Expedition)
Focus: Identification of biological communities from survey data (Life Science)
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.
Living in Extreme Environments (12 pages, 1Mb) (from the 2003 Mountains in the Sea Expedition)
Focus: Biological sampling methods (Biological Science)
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.
Cut-off Genes (12 pages, 648k) (from the 2004 Mountains in the Sea Expedition)
Focus: Gene sequencing and phylogenetic expressions (Life Science)
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.
What was for Dinner? (5 pages, 400k) (from the 2003 Life on the Edge Expedition)
Focus: Use of isotopes to help define trophic relationships (Life Science)
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.
