Why is the ocean important? This unit asks Visual Art students to approach the study of the ocean and its importance from their perspective and to highlight one or more answers.. It asks students to address the real importance of our world’s ocean, using real data and information to inform their creative expression and to […]
Students will investigate the Integrated Ocean Observing System (IOOS) and better understand the technologies of our ocean and coastal environments. Students will explore a card sort and identify various ocean observing tools and their function, analyze data output, and apply relevant media news coverage. Students will investigate how all components of the integrated ocean observing […]
In this lesson, students will pretend they are eel fisherfolk—they will need to decide when, using historical records and real-time data, to set their nets to catch the either leaving adults or the returning juveniles. Students will gather the historic data on salinity from charts and read current water quality parameters, particularly salinity, dissolved oxygen, […]
Students will be able to understand the life cycle of the Gag Grouper either by communicating with a primary grade classroom OR by viewing a background Prezi. They will then discuss the variables that affect the gag groupers chance of survival. Finally students will both use available on-line data to document the best chances for […]
Students will be answering the question “What happened to the sardines?” They will read and examine a scientific study as their primary source, a review article in Nature International Journal of Science as their secondary source, search the internet for additional information, gather real-time from HOTS, analyze data and come to a conclusion as to […]
Students will communicate information about properties of the ocean by using the HOTs-DOGS and STOQS interface to create graphs and analyze data. Students will use a web browser to access HOTs-DOGS and STOQS to create graphs. Students will indentify the properties of graphs such as independent/dependent variables, domain and range, correlation, and how ordered pairs […]
Students will explore, interpret and communicate scientific data by using various scientific observations and visualizations. By using data and crosscutting concepts to bridge core ideas throughout the fields of science and engineering, students will develop skills needed to deepen their understanding of connections and intellectual tools, and develop a coherent and scientifically based view of […]
Students explore the possible influence of bacteria and presence of available nutrients on plankton abundance and diversity through plankton tows, water quality testing and use of real to near-real time data. This lesson begins to help students understand the impact and relationship of anthropogenic and natural forces on plankton.
Students will be interpreting and analyzing HOT-DOG real-time data from the Aloha Station to compare graphs with a computer simulation. Specifically, students will make observations of patterns within time-series visualizations of temperature, salinity, dissolved oxygen, nitrates, and phosphates. They will discover evidence between these ocean graphs and the initial visual simulation to make connections about […]
The requirements for human life on Earth as we know it are not necessarily the requirements for all life on Earth. Students will be researching literature on organisms that live in extreme environments such as salt beds, hydrothermal vents, and deep ocean sediments. They will present their findings, and apply that knowledge to the search […]
This lesson includes a series of activities that will help students to build a basic understanding of organisms that live in sediment on and below the ocean floor. During this lesson, students will conduct a series of hands-on experiments to simulate the tasks that scientists complete while examining sediment samples and data taken from the […]
The hidden portion of the water cycle is revealed! It is under the seafloor! Students will use temperature data collected from two different sites in the Pacific Ocean to graph the water flow within the oceanic crust! Discoveries of how the water flows in and out of the seafloor will be made. Students will also […]
Part I What happened to the “sparkle” in the Mosquito Bay? Student groups will investigate the current hypotheses/claims as to why the Mosquito Bay has gone dark. Students will gather information from the internet to investigate claims/hypotheses about why scientists feel the dinoflagellates in the Mosquito Bay are no longer glowing. After the students have […]
Who put the sparkle in the ocean? This lesson explores bioluminscent dinoflagellates as a part of a unit on bioluminescence. Using web-based resources, student groups research dinoflagellates to uncover their cell biology, ecology, and significance. Students demonstrate their understanding through a creative, non-fiction story on a day in the life of their dinoflagellate.
Have you ever wondered why animals glow in the ocean? How does this benefit their survival? This unit will lead students through an introduction to bioluminescence with a beginning presentation, webquest, research, discussion, and Vine assessment. Students will then utilize near real-time data and analyze various articles to demonstrate claims and evidence regarding bioluminescence. Finally, […]
Students will study the causes and consequences of harmful algal blooms (HABs) by learning about nutrient cycles of carbon, nitrogen, and phosphorous that contribute to phytoplankton growth through eutrophication. They will learn about the relative size and different types of plankton, design their own plankton, and create a class plankton food web for the Gulf […]
Students will make graphs to compare chlorophyll concentrations to light penetration in the Arctic by monthly averages over the course of one year. Students will use this information and images taken on site to make inferences about ice conditions in the Arctic.