{"id":8337,"date":"2020-07-24T20:40:06","date_gmt":"2020-07-24T20:40:06","guid":{"rendered":"http:\/\/www.forsea.org\/?page_id=8337"},"modified":"2023-04-02T02:38:13","modified_gmt":"2023-04-02T02:38:13","slug":"deep-sea-explorations-short-course-tofc","status":"publish","type":"page","link":"http:\/\/www.forsea.org\/deep-sea-explorations-short-course-tofc\/","title":{"rendered":"Deep Sea Explorations Short Course Table of Contents"},"content":{"rendered":"\r\n\r\n\r\n\r\n
Back to Workshop<\/a><\/font><\/td>\r\nDeep Sea Explorations
Table of Contents<\/b><\/font><\/td>\r\n		Return to Main Menu<\/a><\/font><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n
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Deep Sea Explorations
<\/h1>\r\n

A Short Course Using Lessons from
FOR SEA, MARE and Living in Water<\/i><\/h3>\r\n

Table of Contents<\/u><\/h2>\r\n

Click on a lesson title to view the complete lesson as a pdf.<\/b><\/p>\r\n

Want to customize the lesson? Click on the “” icon that follows the
lesson overview to download the lesson as an editable Word document<\/i><\/p>\r\n
\r\n<\/center>\r\n<\/td>\r\n<\/tr>\r\n

Introduction<\/u><\/a><\/b><\/td><\/tr>\r\n
Unit 1: Plate Tectonics<\/u><\/b><\/font>\r\n\r\n

<\/p>\r\n

   1. Reunite Pangaea<\/a><\/b><\/font><\/dt>\r\n
Students examine 10 pieces of evidence for the theory of plate tectonics and then use these as guides in cutting apart a modern map and reconstructing the super-continent of Pangaea.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   2. The Plot Thickens – Paleomagnetism<\/a><\/b><\/font><\/dt>\r\n
Students plot the patterns of magnetic anomalies found in the ocean floor.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   3. The Force<\/a><\/b><\/font><\/dt>\r\n
Convection currents are observed in a heated beaker of water.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   4. Slippin’ and Slidin’ – Plate Tectonics<\/a><\/b><\/font><\/dt>\r\n
A student reading with embedded questions summarizes the evidence supporting the theory of crustal plate movement.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   5. Packages: 3-D Earth Model<\/a><\/b><\/font><\/dt>\r\n
Students create a three-dimensional cross-section of the earth\u2019s crust. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Unit 2: Bottom Features<\/u><\/b><\/font>\r\n

<\/p>\r\n

   6. Deep Sounds<\/a><\/b><\/font><\/dt>\r\n
An introductory reading and vocabulary puzzle emphasize the similarity between ocean floor topography and land topography.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   7. ‘Sounds Good to Me’<\/a><\/b><\/font><\/dt>\r\n
Students transform echo sounding data into a bottom profile.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   8. Retracing the Steps of Columbus<\/a><\/b><\/font><\/dt>\r\n
Using echo sounding data, students construct a bottom profile of the Atlantic ocean basin. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   9. The World’s Smallest Ocean<\/a><\/b><\/font><\/dt>\r\n
Students build an ocean floor model in a shoebox, then “sound” the depths for seamounts, etc.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Alternative lab: If I Can\u2019t See It, How Do I Know It\u2019s There?<\/a><\/b><\/dd>\r\n
Students craft ocean bottom features in the bottom of shoeboxes and then trade covered boxes. Students probe the shoebox topography through holes in the shoebox lids and map the hidden ocean floors their classmates created.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   10. Mountain Making – Topographic Maps<\/a><\/b><\/font><\/dt>\r\n
Using a “mountain” of modeling clay, students cut off horizontal layers to create a topographic map of the mountain.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   11. Contours<\/a><\/b><\/font><\/dt>\r\n
Students create a bathymetric map, then use this map to create a 3-D model of the area shown on the map. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Unit 3: Getting there \u2013 History of Seafloor Exploration<\/u><\/b><\/font><\/dt>\r\n

<\/p>\r\n

   12. Explorers of the Ocean Depths: The Challenger Expedition of 1872-1876<\/a><\/b><\/font><\/dt>\r\n
Students read and interpret an article about the first major scientific expedition to systematically gather data about the oceans.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   13. Designing Deep Sea Life<\/a><\/b><\/font><\/dt>\r\n
Based on the information available to early scientists, students design and draw an organism that could live in the deep sea.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   14. Depth Line<\/a><\/b><\/font><\/dt>\r\n
Students make a scale of ocean depth on a 4 meter length of adding machine tape, placing labels along the scale indicating notable events.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   15. The Ocean Floor<\/a><\/b><\/font><\/dt>\r\n
This reading describes some of the technology oceanographers use to map the ocean bottom and outlines major ocean floor features. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   16. Underwater exploration<\/a><\/b><\/font><\/dt>\r\n
How is modern technology being used to study the physical, geological, chemical and biological nature of the oceans? Research project on technology and its applications.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Unit 4: Chemosynthesis<\/u><\/b><\/font>\r\n

<\/p>\r\n

   17. Glowing in the Dark: Bioluminescence<\/a><\/b><\/font><\/dt>\r\n
Students culture bioluminescent bacteria. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   18. Marine Bacteriology<\/a><\/b><\/font><\/dt>\r\n
Students culture a variety of marine organisms as they learn sterile technique.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   19. Symbiosis in the Deep Sea \u2013 Three-Level Guide<\/a><\/b><\/font><\/dt>\r\n
This journal article introduces students to the chemosynthesis-based food webs of the deep sea hydrothermal vents.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   20. Chemicals or Light – Chemosynthesis\/Photosynthesis<\/a><\/b><\/font><\/dt>\r\n
Simple chemical equations are used to compare photosynthesis and chemosynthesis as primary production processes.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   21. The Mating Game<\/a><\/b><\/font><\/dt>\r\n
Students play a hydrothermal vent game based on the TV show “Dating Game”.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Unit 5: Deep Sea Biology<\/u><\/b><\/font>\r\n

<\/p>\r\n

   22. Creatures of the Abyss<\/a><\/b><\/font><\/dt>\r\n
Students review sunlight-based food webs and how marine snow, or detritus, moves energy and nutrients from shallow waters to the deep sea. Students are introduced to the bizarre animals of the abyss who depend on this marine snow.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   23. Light to sea by<\/a><\/b><\/font><\/dt>\r\n
What happens to light when it shines through water?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   24. Hide and seek<\/a><\/b><\/font><\/dt>\r\n
What does it look like under water? What do animals see? Is camouflage the same below water as above? \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   25. Properties of the Deep Sea<\/a><\/b><\/font><\/dt>\r\n
Students use colored acetate sheets to simulate the color filtering effect of sea water depth, and to see how fish use this effect as camouflage.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   26. Red Fish Roundup<\/a><\/b><\/font><\/dt>\r\n
Students wear blue cellophane goggles to simulate the light conditions during an underwater diving experience while searching for camouflaged fish.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   27. The Pressure\u2019s On!<\/a><\/b><\/font><\/dt>\r\n
This reading describes the tremendous pressures animals experience in the deep sea and explores selected deep sea fish adaptations.\r\n<\/a>\r\n

<\/p>\r\n

Alternative lab: Grace under pressure<\/a><\/b><\/dd>\r\n
Does water pressure vary with depth?\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Alternative lab: How Low Can You Go?<\/a><\/b><\/dd>\r\n
Students are introduced to the tremendous pressures and darkness of the deep sea by exploring the structural adaptations of the deep sea Angler Fish.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   28. Deep Sea Trawl Simulation<\/a><\/b><\/font><\/dt>\r\n
Student teams conduct simulated trawls in the deep sea. Budgets are limited. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   29. Analysis of Animal Adaptations<\/a><\/b><\/font><\/dt>\r\n
Fish adapted to the completely dark, high pressure, very cold deep sea habitat are strange indeed. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   30. Glowing in the Dark: Bioluminescence<\/a><\/b><\/font><\/dt>\r\n
Students explore the effect of bioluminescence on communication and concealment in the deep sea, using flashlights to role play schooling behavior. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   31. Hydrothermal Vent Food Webs<\/a><\/b><\/font><\/dt>\r\n
Students assemble a hydrothermal vent food web, connecting chemosynthetic bacteria and other vent organisms. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Alternative lab: Cycling in the Hydrothermal Vents<\/a><\/b><\/dd>\r\n
Food webs at a hydrothermal vent are illustrated by teams of students. Difference between Photosynthesis and Chemosynthesis is emphasized.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Unit 6: Hydrothermal Vents<\/u><\/b><\/font>\r\n

<\/p>\r\n

   32. Hydrothermal Vent Formation <\/a><\/b><\/font><\/dt>\r\n
The creation of hydrothermal vent chimneys is simulated by precipitation of salt from a saturated solution.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Unit 7: Navigation \u2013 Getting Around on the Ocean<\/u><\/b><\/font>\r\n

<\/p>\r\n

   33. That Was Then, This Is Now\u2026A Brief History of the World From the<\/dt>\r\n
Perspective of Oceanographers.<\/a><\/b><\/font><\/dd>\r\n
Students create a timeline depicting the history of European and Mediterranean peoples\u2019 interactions with the sea. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   34. Meanwhile, in the Pacific\u2026Where Did the Polynesians Come From?<\/a><\/b><\/font><\/dt>\r\n
Students read and compare two theories about the origins of the people who colonized the islands in the Pacific.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   35. Meanwhile, in the Pacific\u2026Where Did the Polynesians Come From?\r\nPart 2<\/dt>\r\n
-Polynesian navigation.<\/a><\/b><\/font><\/dd>\r\n
Two journal articles describe efforts to learn and practice Polynesian navigation.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   36. Storm Warning<\/a><\/b><\/font><\/dt>\r\n
From knowledge of its speed, distance, and bearings, students learn to determine the time that a storm or vessel will arrive at a point. A history of a near disaster at sea is also included. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   37. Follow That Whale!<\/a><\/b><\/font><\/dt>\r\n
An essential skill for all who work on the water, students learn to read and understand nautical charts.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   38. Hmmmm\u2026..Where Did You Say We Were?<\/a><\/b><\/font><\/dt>\r\n
Students use a nautical chart and parallel rulers to plot locations, set course headings, and determine distances.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   39. Tracking Hurricane Iniki<\/a><\/b><\/font><\/dt>\r\n
Students use real data from The Central Pacific Hurricane Center to map the movement of Hurricane Iniki across the Pacific to Hawaii. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Unit 8: Diving<\/u><\/b><\/font>\r\n

<\/p>\r\n

   40. Diver Underboard!<\/a><\/b><\/font><\/dt>\r\n
Students read about hazards human divers face when exposed to pressures underwater SCUBA diving, like nitrogen narcosis and air embolisms. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   41. Using the 24 Hour Clock<\/a><\/b><\/font><\/dt>\r\n
This lesson provides practice reading the 24 hour clock and adding and subtracting 24 hour clock times. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

   42. Design a Submersible Vehicle<\/a><\/b><\/font><\/dt>\r\n
Using a variety of \u201cjunk items\u201d provided by the teacher, students design and test a submersible vehicle. \r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Unit 9: Putting it All Together<\/u><\/b><\/font>\r\n

<\/p>\r\n

   43. Aquatic science symposium<\/a><\/b><\/font><\/dt>\r\n
An aquatic conference for parents or other students.\r\n<\/a>\r\n

<\/p>\r\n<\/dd>\r\n

Production Credits<\/b><\/a><\/font><\/dt>\r\n
\r\nBelow, you\u2019ll find helpful resources for use with the above activities.<\/i>\r\n

<\/p>\r\n

Unit 1: Plate Tectonics<\/b><\/span><\/dt>\r\n

<\/p>\r\n

Activity 1 Reunite Pangaea<\/b><\/dt>\r\n
Tsunami article<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 4 Slippin’ and Slidin’ – Plate Tectonics<\/b><\/dt>\r\n
Make your own Earth and tectonic globes instructions<\/a><\/i><\/dd>\r\n
Make your own Earth globe<\/a><\/i><\/dd>\r\n
Great-Circle indicator<\/a><\/i><\/dd>\r\n
Make your own tectonic globe<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 12 Explorers of the Ocean Depths<\/b><\/dt>\r\n
Ocean explorers<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 13 Designing Deep Sea Life<\/b><\/dt>\r\n
How to find marine information<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 15 The Ocean Floor<\/b><\/dt>\r\n
Construct a globe<\/a><\/i><\/dd>\r\n
Earth globe<\/a><\/i><\/dd>\r\n
Great Circle indicator<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 17 Glowing in the Dark \u2013 Bioluminescence<\/b><\/dt>\r\n
Bioluminescence resources<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 22 Creatures of the Abyss<\/b><\/dt>\r\n
Deep-sea exploration<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 27 The Pressure\u2019s on!<\/b><\/dt>\r\n
Bathysphere image<\/a><\/i><\/dd>\r\n
Alternative lab – Grace under pressure worksheet<\/a><\/i><\/dd>\r\n
Bathysphere image<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 31 Hydrothermal Vent Food Webs<\/b><\/dt>\r\n
Deep-sea exploration<\/a><\/i><\/dd>\r\n
Vents article<\/a><\/i><\/dd>\r\n
Vent chimneys<\/a><\/i><\/dd>\r\n
Vent exploration<\/a><\/i><\/dd>\r\n
Sea floor exploration<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 32 Hydrothermal Vent Formation<\/b><\/dt>\r\n
Deep sea research images<\/a><\/i><\/dd>\r\n
Vents and the Salty Sea article<\/a><\/i><\/dd>\r\n
Deep sea chimneys<\/a><\/i><\/dd>\r\n
Deep-sea drilling<\/a><\/i><\/dd>\r\n
Vent life<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 33 That Was Then, This is Now\u2026<\/b>extension activities<\/u><\/a><\/i><\/dt>\r\n
We Care About Oceans Slide Show<\/a><\/i><\/dd>\r\n\r\n
Slide Script<\/a><\/i><\/dd>\r\n
Themes<\/a><\/i><\/dd>\r\n
Oceans Activities<\/a><\/i><\/dd>\r\n
Bibliography<\/a><\/i><\/dd>\r\n
Glossary<\/a><\/i><\/dd>\r\n
National Wildlife Federation Creed<\/a><\/i><\/dd>\r\n
Message from NWF Vice President<\/a><\/i><\/dd>\r\n
Introduction<\/a><\/i><\/dd>\r\n
Credits<\/a><\/i><\/dd>\r\n
About the National Wildlife Federation<\/a><\/i><\/dd>\r\n
National Wildlife Federation Explorers slide show<\/a><\/i><\/dd>\r\n
Slide Script<\/a><\/i><\/dd>\r\n
Explorers information<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 34 Meanwhile, in the Pacific\u2026<\/b><\/dt>\r\n
Naviagting without instruments<\/a><\/i><\/dd>\r\n
Art of Polynesian naviagtion<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 36 Storm Warning<\/b><\/dt>\r\n
Starfisher\u2019s Last Voyage<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 37 Follow That Whale!<\/b><\/dt>\r\n
Make your own globe<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 40 Diver Underboard!<\/b><\/dt>\r\n
Kelp forest images<\/a><\/i><\/dd>\r\n

<\/p>\r\n

Activity 42 Design a Submersible Vehicle<\/b><\/dt>\r\n
Deep sea exploration images<\/a><\/i><\/dd>\r\n

<\/p>\r\n

“” Icon made by Pixel perfect from www.flaticon.com<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

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<\/td>\r\n		Return to Workshop<\/a><\/font><\/td>\r\n
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Back to Workshop Deep Sea ExplorationsTable of Contents Return […]<\/p>\n","protected":false},"author":1,"featured_media":8345,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template_3.php","meta":{"footnotes":""},"_links":{"self":[{"href":"http:\/\/www.forsea.org\/wp-json\/wp\/v2\/pages\/8337"}],"collection":[{"href":"http:\/\/www.forsea.org\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/www.forsea.org\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/www.forsea.org\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.forsea.org\/wp-json\/wp\/v2\/comments?post=8337"}],"version-history":[{"count":68,"href":"http:\/\/www.forsea.org\/wp-json\/wp\/v2\/pages\/8337\/revisions"}],"predecessor-version":[{"id":9199,"href":"http:\/\/www.forsea.org\/wp-json\/wp\/v2\/pages\/8337\/revisions\/9199"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/www.forsea.org\/wp-json\/wp\/v2\/media\/8345"}],"wp:attachment":[{"href":"http:\/\/www.forsea.org\/wp-json\/wp\/v2\/media?parent=8337"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}