Lesson Plans
Educators and scientists working with NOAA developed a series of lesson plans for students in Grades 5 - 12 that are specifically tied to the science behind Expedition to the Deep Slope 2007. These lesson plans 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 Expedition to the Deep Slope 2007 mission, 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.)
Entering the Twilight Zone (8 pages, 352k) (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.
Animals of the Fire Ice (5 pages, 364k) (from the 2003 Windows to the Deep Expedition)
Focus: Methane hydrate ice worms and hydrate shrimp (Life Science)
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.
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, 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.
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.
The Big Burp: Where’s the Proof? (5 pages, 364k)
Focus: Potential role of methane hydrates in global warming (Earth Science)
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.
What’s the Big Deal? (5 pages, 364k)
Focus: Significance of methane hydrates (Life Science)
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.
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.
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 a specific size, given information on age-specific growth in individuals of the same species.
Other Relevant Lessons from NOAA’s Ocean Exploration Program
Grades 5-6
A Piece of Cake (7 pages; 282kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Spatial heterogeneity in deep-water coral communities (Life Science)
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.
Deep Gardens (11 pages; 331kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Comparison of deep-sea and shallow-water tropical coral communities (Life Science)
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.
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.
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 with No 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.
Keep Away (9 pages, 276k) (from the 2006 Expedition to the Deep Slope)
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? (9 pages, 276k) (from the 2006 Expedition to the Deep Slope)
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.
Grades 7-8
Let’s Go to the Video Tape! (11 pages; 327kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Characteristics of biological communities on deep-water coral habitats (Life Science)
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.
Treasures in Jeopardy (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Conservation of deep-sea coral communities (Life Science)
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.
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.
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.
Life is Weird (8 pages, 268k) (from the 2006 Expedition to the Deep Slope)
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? (12 pages, 276k) (from the 2006 Expedition to the Deep Slope)
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.
Grades 9-12
What's Down There? (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Mapping Coral Reef Habitats
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.
The Benthic Drugstore (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Pharmacologically-active chemicals derived from marine invertebrates (Life Science/Chemistry)
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.
Watch the Screen! (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Screening natural products for biological activity (Life Science/Chemistry)
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.
Now Take a Deep Breath (8 pages; 278kb PDF) (from the Cayman Islands Twilight Zone 2007 Expedition)
Focus: Physics and physiology of SCUBA diving (Physical Science/Life Science)
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.
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.
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.
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; understand how to gather, record, and analyze data from a scientific investigation; begin to think about what organisms need in order to survive; and 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, 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.
Chemosynthesis for the Classroom (9 pages, 276k) (from the 2006 Expedition to the Deep Slope)
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? (12 pages, 296k) (from the 2006 Expedition to the Deep Slope)
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) (11 pages, 280k) (from the 2006 Expedition to the Deep Slope)
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.
This Life Stinks (9 pages, 280k) (from the 2006 Expedition to the Deep Slope)
Focus: Methane-based chemosynthetic processes (Physical Science)
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.
