Unit Length: 2-3 Weeks IV. Major Learning Outcomes
Part 2: How has ocean exploration changed over time?
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| Part 2: How has ocean exploration changed over time?
Using the following website, explore the history of ocean exploration. Complete the chart on the website below. Then, answer the questions from the website on the next page. http://www.coolclassroom.org/cool_projects/lessons/miniunits/lesson2.html EXPLAIN, Part 1 Name ___________________________________ Handout Date ____________________________________ Ocean Technology Research Type of Technology _____________________________________________________
EXPLAIN, Part 1 P
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EXPLAIN, Part 1 P
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EXPLAIN, Part 1 Name ___________________________________ Handout Date ____________________________________ Ocean Technology Rubric Type of Technology _____________________________________________________
ELABORATE, Part 1 Name _____________________________ Handout Date ___________________________ Ocean Soundings Part 1: Thinking Back How do oceanographers use remote sensing to learn about the ocean? Part 2: SONAR Demo Watch as the teacher demonstrates how SONAR works. Answer the following questions. What can see on the screen before the teacher drops the liquid in the water? What happens when the teacher drops the liquid in the dish? When was SONAR invented? How did scientists map the ocean floor before the invention of SONAR? Part 3: Model of the Ocean Floor Materials Shoe Box Graph Paper (2) Black Sharpie Straw Ruler Awl Tape Variety of materials for the “ocean floor” = spackling, paper Mache, toilet paper tubes, newspaper, modeling clay Coloring Pencils
Create a model of the ocean floor in the bottom of your shoe box using the materials provided. You model should include several features of the ocean floor like valleys and hills. Your model will need 24 hours to dry. Tape a piece of graph paper to the lid of your shoe box. Use the awl to make holes in the lid at intervals in a grid pattern. See diagram. Number the grid from the long way and assign a letter to each grid going across the lid. See diagram. Label the second piece of graph paper with numbers and letters the same as your lid. With a Sharpie marker, make i-cm markings on the straws. Each centimeter will represent one mile in the ocean when measure the “depth” of your ocean model. Exchange boxes with another team. Using your straw, measure the depth of each hole in the lid. Start at the top left and work your way across the graph paper. One person will make the “sounding” with the straw and will read the depth for another person to record the depth on the graph paper. When you have finished taking your readings, draw lines to connect all similar depth readings. Use coloring pencils to color each depth area. This is a contour map of the ocean floor. Remove the lid of the box to see if you have made an accurate map. Diagram for the lid:
A B C D E 1 2 3 4 5 6 7 8 9 10 Analysis: What does the grid on the lid represent? How does this activity relate to the SONAR method for measuring the ocean floor? Is the SONAR method a better method of for mapping the ocean floor than using a weighted cable? Explain. You can access the following website for background information on the ocean floor: http://pubs.usgs.gov/gip/dynamic/developing.html EVALUATE, Part 1 Name _____________________________ Handout Date ___________________________ Design Your Own Submersible TASK: Your challenge with your group members is to design and build a submersible that is neutrally buoyant. What is the neutral buoyancy? It basically means a state where an object neither sinks nor floats. There are some constraints you have to consider while building the submersible. First, you may only use items provided by the teacher. Second, your submersible must include at least one of each differently sized piece of PVC pipe. Third, your submersible must fit completely within the large water-filled container. Fourth, you only have 30 minutes to design and build your submersible. Finally, you will be given on opportunity to test your submersible during the 30 minutes. Materials: PVC Pipe Batteries Propellers from model airplanes Rubber band propellers Bottles Alka seltzers Straws Tape
Yarn Rubber bands Bubble wrap Craft sticks Film canisters Balloons
Scissors DIAGRAM: Draw and label your submersible in the space below. PRESENTATION: Be prepared to demonstrate you submersible to the classand explain how it works. EVALUATE, Part 1 Name _____________________________ Handout Date ___________________________ Design Your Own Submersible RUBRIC
EVALUATE, Part 1 Name _____________________________ Handout Date ___________________________ Speech for the House Appropriations Committee TASK: You have been asked to speak to Congress and the House Appropriations Committee on funding for ocean exploration. You must decide if you will represent NURP (NOAA Undersea Research Project) or Greenpeace (environmentalists who want to preserve the ocean). Will your speech be for or against the funding? Why? Give your speech to the class. WHO will you represent? ________________________________________________ Are you FOR or AGAINST funding for ocean exploration? For Against RESEARCH:
PROCEDURE: Write your speech. Submit a rough draft of your speech for editing. Write a final draft of your speech. Practice your speech in front of family, friend, or the mirror. RUBRIC:
EVALUATE, Part 1 Name _____________________________ Handout Date ___________________________ A Career in Oceanography TASK: You are about to enter college. You have always loved the ocean. You want a career that will Your Career Choice _____________________________________________________ RESEARCH:
Where do you plan to get the training you need for this career? ______________________________________________________________________
Look at the following website of ocean careers. Select a career that interests you. Decide where you would like to get your training for this career. http://www.oceancareers.com/2.0/available_careers.php Look at the following website for career information. Occupational Outlook Handbook: http://www.bls.gov/OCO/ Write a career profile for your career OR write a resume to apply for your career. RUBRIC:
Terms used in Part 1 ABE (Automated Benthic Explorer) - An untethered submersible, equipped with cameras and sensors, that navigates by sound beacons for long periods of time, "sleeping" on the ocean floor between pre-programmed duties until signaled to ascend for recovery. Decompression Chamber - a large portable container that divers can enter after they've surfaced to help their bodies return to normal atmospheric pressure Echo sounder- A device used to determine depth by sound waves. Fathom - A unit of measure for ocean depth. One fathom is 6 feet (1.83 meters). Oceanography - The study and exploration of the world's ocean. ROV (Remotely Operated Vehicle) - Unmanned submersible tethered to a mother ship and operated by pilots using a joy stick. Scuba - Self-Contained Underwater Breathing Apparatus - device that allows divers to breathe underwater for long periods of time. SONAR - SOund NAvigation Ranging - used to measure ocean depth by sending sound to bounce off the ocean floor. Submersible – A small submarine used to explore the ocean depths; equipped with windows, lights, mechanical arms, cameras and other scientific instruments capable of seeing and recording data. Exploring Earth’s Ocean Part 2: One Mighty Ocean Purpose: To investigate the structure of the ocean, the life forms that live in the ocean, and the unique features of ocean water. .
Goal 1 –The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. Objectives 1.01, 1.05, 1.06, 1.08, 1.09, 1.10 Directory: file -> view view -> Western Europe after wwii view -> Author study: paul fleischman view -> Qpa1 7ela study Guide view -> Arctic Oil/Gas Neg view -> November 1970 Approximately 150,000-500,000 deaths Bhola Cyclone Bangladesh view -> Grade Level: 6 Unit of Study: Caribbean glce view -> Citation: Duffield, Katy view -> Table of Contents Lesson # view -> Chinese Wind Energy Disad Download 1.28 Mb. Share with your friends:
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