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 the Thunder Bay 2008 Expedition. These lesson plans focus on cutting-edge ocean exploration and research using state-of-the-art technologies
The lesson plans are grouped into the following categories:
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 lesson plans, complete with compelling images and video, will be sent back each day from sea. Teachers are encouraged to use the daily logs from the Thunder Bay 2008 Expedition, which are posted on this site, to supplement the lesson plans.
Read a description of each lesson plan and/or download them to your computer. All of the lesson plans are available in a PDF format, and may be viewed and printed with the free Adobe Acrobat Reader. To download a lesson plan, 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
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 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.
What's a Karst?
Focus: Limestone Landforms and Aquifers (Physical Science/Earth Science)
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.
I, Robot, Can Do That!
Focus - (Physical Science/Life Science) 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.
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.
Chemosynthesis in 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.
Ancient Bugs
Focus - Archaea (Biology)
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.
This Life Stinks
Focus: Methane-based chemosynthetic processes (Biology/Chemistry)
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.
Cells That Changed the World
Focus: Cyanobacteria (Biology/Earth Science)
In this activity, students will compare and contrast cyanobacteria with eukaryotic algae, discuss differences in photosynthesis by cyanobacteria and green algae, and discuss the role of cyanobacteria in the development of life on Earth.
Other Relevant Lesson Plans from NOAA's Ocean Exploration Program
Grades 5-6
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.
AdVENTurous Findings on the Deep Sea Floor (5 pages, 536k) (from the 2002 Galapagos Rift Expedition)
Focus: Vent development along the Galapagos Rift (Earth Science)
In this activity, students will conduct investigations to observe the formation of precipitates, create a model of a developing hydrothermal vent; and generate comparisons between the created hydrothermal vent model and the actual hydrothermal vents developing along the Galapagos Rift.
Living With the Heat (6 pages, 88k) (from the 2002 Submarine Ring of Fire Expedition)
Focus: Hydrothermal vent ecology and transfer of energy among organisms that live near vents (Earth Science, Life Science)
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.
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.
And Now for Something Completely Different… (10 pages, 172k) (from the 2005 GalAPAGoS: Where Ridge Meets Hotspot Expedition)
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.
What's That? (7 pages, 356k) (from The Lost City 2005 Expedition)
Focus - (Life Science/Physical Science)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.
Chemists with No Backbones (4 pages, 356k) (from the 2003 Medicines from the Deep Sea 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.
Microfriends (6 pages, 420k) (from the 2003 Medicines from the Deep Sea Expedition)
Focus: Beneficial microorganisms Life Science)
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.
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.
Grades 7-8
Come on Down!(6 pages, 176k) (from the 2001 Deep East 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 and students will construct a device that exhibits neutral buoyancy.
Yo-Yos, Tow-Yos and pH, Oh My! (8 pages, 476k) (from the 2002 Galapagos Rift Expedition)
Focus: Galapagos Rift Expedition and Locating Hydrothermal Vents
In this activity, students will learn how hydrothermal vents are formed and where they are located on the ocean floor, how scientists use CTDs to locate hydrothermal vents, and how to determine the pH of a water sample and how this variable can be used to detect hydrothermal vent activity.
Who Promised You a Rose Garden? (10 pages, 904k) (from the 2002 Galapagos Rift Expedition)
Focus: Biological communities associated with hydrothermal vents along the Galapagos Rift and mapping (Life Science)
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.
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.
Grades 9-12
Designing Tools for Ocean Exploration (14 pages, 80k) (from the 2001 Deep East Expedition)
Focus: Ocean Exploration
In this activity, students will understand the complexity of ocean exploration, learn about the technological applications and capabilities required for ocean exploration, discover the importance of teamwork in scientific research projects, and develop the abilities necessary for scientific inquiry.
Finding the Way (10 pages, 628k) (from the 2001 Deep East Expedition)
Focus: Underwater Navigation (Physical Science)
In this activity, students will describe how the compass, global positioning system (GPS), and sonar are used in underwater explorations and will understand how navigational tools can be used to determine positions and navigate in the underwater environment.
Living in Extreme Environments (13 pages 140k) (from the 2001 Deep East Expedition)
Focus: Biological Sampling Methods (Biological Science)
In this activity, students will be introduced to four methods commonly used by scientists to sample populations; learn how to gather, record, and analyze data from a scientific investigation; consider what organisms need in order to survive; and understand the concept of the interdependence of organisms.
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, understand the importance of design in underwater vehicles by designing their own submersible, and understand how submersibles such as ALVIN and ABE use energy, buoyancy, and gravity to enable them to move through the water.
Rock Eaters of the Gulf of Alaska (8 pages, 104k) (from the 2002 Exploring Alaska's Seamounts Expedition)
Focus: Chemosynthetic microbes in basalt rocks (Chemistry, Biology, Earth Science)
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.
Calling All Explorers. . . . (14 pages, 124k) (from the 2002 Submarine Ring of Fire Expedition)
Focus: Ocean Exploration - Recent explorers of deep-sea environments and the relationship between science and history
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.
Mystery of the Megaplume (7 pages, 104k) (from the 2002 Submarine Ring of Fire Expedition)
Focus: Hydrothermal vent chemistry (Chemistry, Earth Science, Physical Science)
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.
Candy Chemosynthesis (10 pages, 208k) (from the 2002 Submarine Ring of Fire Expedition)
Focus: Biochemistry of hydrothermal vents (Biology, Chemistry)
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.
From the Gulf of Mexico to the Moons of Jupiter (6 pages, 464k) (from the 2002 Gulf of Mexico Expedition)
Focus: Adaptations to unique or “extreme” environments (Earth 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 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.
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 (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 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.
Where Did They Come From? (7 pages, 196k) (from the 2005 GalAPAGoS: Where Ridge Meets Hotspot Expedition)
Focus: Species variation in hydrothermal vent communities (Life Science)
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.
The Benthic Drugstore (4 pages, 360k) (from the 2003 Medicines from the Deep Sea 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.
Watch the Screen! (5 pages, 428k) (from the 2003 Medicines from the Deep Sea Expedition)
Focus: Screening natural products for biological activity (Life Science)
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.
C.S.I. on the Deep Reef (Chemotrophic Species Investigations, That Is) (6 pages, 444k) (from the 2003 Gulf of Mexico Deep Sea Habitats Expedition)
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 chemotropic nutrition.
My Wet Robot (7 pages, 260 kb) (from the PHAEDRA 2006 Expedition)
Focus: Underwater Robotic Vehicles
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.
The Roving Robotic Chemist (14 pages, 440 kb) (from the PHAEDRA 2006 Expedition)
Focus: Mass Spectrometry (Chemistry)
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.
Where's My ‘Bot? (17 pages, 492kb) (from the Bonaire 2008: Exploring Coral Reef Sustainability with New Technologies Expedition)
Focus: Marine Navigation (Earth Science/Mathematics)
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.
Outta Gas (from the 2007: Exploring the Inner Space of the Celebes Sea Expedition)(10 pages, 300 kb)
Focus: Gas Laws (Chemistry/Physics)
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.
For More Information
Contact Paula Keener-Chavis, national education coordinator for the NOAA Office of Ocean Exploration, for more information.
Other lesson plans developed for this Web site are available in the Education Section.
