National science education content standards
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Life on an Ocean Planet – Teacher Curriculum Guide History of Ocean Exploration and Marine Sciences – Chapter 2 NATIONAL SCIENCE EDUCATION CONTENT STANDARDS Reference: National Research Council, (1999). National Science Education Standards. National Academy Press, Washington, DC. Charted here are the science education content standards covered in Chapter 2, History of Ocean Exploration and Marine Sciences. As a result of activities provided for high school science students in this part of the curriculum, the content of the standard identified below by a check (√) is to be understood or the abilities are to be developed by the student.
Ocean Literacy – Essential Principles and Fundamental COncepts Reference: www.coexploration.org/oceanliteracy. Charted here are the Ocean Literacy: Essential Principles and Fundamental Concepts introduced or covered in Chapter 2, Life on an Ocean Planet. Those principles and fundamental concepts checked (√) below should be understood by the student. For complete text of all the Fundamental Concepts under each Principle, see Section Two of this guide.
CHAPTER SCOPE AND SEQUENCING 
LEARNING OUTCOMES What are three reasons to learn the history of oceanography? What are four main stages in the history of oceanography? What were the three primary reasons for early civilization to interact with the ocean? When was the first recorded sea voyage, and by what civilization? What did the Phoenicians contribute to ocean exploration? What was the significance of early Polynesian seafaring? How did ancient explorers navigate near shore and in the open ocean? What major ocean discovery is credited to the Greek Pytheas? What two major contributions are credited to the Greek Eratosthenes? What were the significances of the maps of Herodotus, Strabo, and Ptolemy? What is the purpose of the latitude and longitude mapping system? What is a parallel? What is another name for the 0° parallel? What is a meridian? Through what city does the 0° meridian run? What effect did the Middle Ages have on the knowledge of geography and science? What climate change affected Scandinavia in the 9th century? What was the significance of this change to exploration? By the year 1125, the Chinese were responsible for inventing what important navigational tool? What two technological innovations did Chinese ships have by the mid 1400s? What were the primary motivations that led to the ocean explorations of the 15th century? What three explorers established the route around the Cape of Good Hope to India? What was the purpose of Christopher Columbus’ four expeditions? Who is credited as being the first European to recognize that South America was a new continent? What was Vasco Nuñez de Balboa’s accomplishment? Who led the first expedition around the world? Over what years did the voyage take place? Who led the second expedition around the world? Over what years did the voyage take place? In what way did the voyages of James Cook differ from those of sea explorers before him? What invention in 1735 was a major breakthrough for open ocean navigation? What geographical discoveries did the Cook expeditions make? Which continent did the United States’ Exploring Expedition prove exists? Why do we remember Matthew Maury as the father of physical oceanography? How did Charles Darwin explain the formation of coral reefs? What theory did Darwin propose as a result of his observations during the H.M.S. Beagle expedition? What expedition is commonly recognized as the first devoted entirely to marine science? What accomplishments and discoveries did the H.M.S. Challenger make? What change led to the growth and expansion of modern oceanography in the 20th century? For what accomplishment do we recognize the German Meteor expedition? What was the significance of the Atlantis? What noted discovery did the second H.M.S. Challenger expedition make? How have submersibles and self-contained diving changed the study of the ocean? What are the three types of submersible that have been used for underwater research? What are the advantages and disadvantages of submersibles and scuba? What is the difference between an ROV and an AUV? How do drifters send their information to marine scientists and what type of information do they collect? What are three types of sea surface observations that satellites can make to benefit oceanographers? How have Loran-C and GPS benefited seafaring and oceanography? MOTIVATIONAL STRATEGIES The following motivational strategies are included as suggestions for creating interest and curiosity, for providing relevance of the content, for making connections between past and present learning experiences, and for providing context for the lessons. Questions to Elicit Prior Student Knowledge To engage students and assess students’ prior knowledge of the overall chapter content and to guide their learning, you may want to ask these questions before launching into each core chapter topic.
Marine Career Discussion In this chapter students learn about being a maritime archeologist as well as the study of people and their interactions with the sea. Shipwrecks and other archaeological sites attract peoples’ interest. Preserving these sites and artifacts, either underwater or in museums, allows people to experience them and to gain a better understanding of history. John D. Broadwater, PhD, has participated in many challenging and rewarding underwater excavations. Dr. Broadwater’s work allows him to touch history and to learn the stories that only shipwrecks can tell. A solid understanding of all branches of science and math helps him put all the pieces of history he finds together. As students study this chapter, have them take note of the skills needed to be a maritime archaeologist like Dr. Broadwater. Have them think about how uncovering stories of the past influence what society does in the present and the future. When and how did the study of marine science begin? How has conquest, trade, exploration, science, and technology played a role in the past to developing the study of oceanography as known today? Mind Capture Demonstration This teacher demonstration may be used to introduce this chapter or different parts of the chapter, or may be used as a team inquiry-based activity. History of Ocean Exploration and Marine Sciences – Introduce students to snorkeling and the sport of scuba diving. a. Have a local scuba diving facility staff member present the wonders of snorkeling and scuba diving to your students. Make sure facility staff members bring snorkeling and diving equipment to show students. Most scuba diving facilities will also have historical pieces of dive equipment on hand. b. If a scuba diver yourself, explain and show students the equipment necessary to snorkel and dive safely. c. Ask if any of the students are snorkelers or divers; allow students to present to the class individually or in groups. EXPECTATIONS / STUDENT CONDUCT Students may be involved in guided discussion as the teacher explains the content of the chapter through a teacher-led presentation. Students will be expected to respond to questions, ask questions, takes notes, draw and label diagrams. Students may study the chapter individually as they read and respond to questions. Students may work in collaborative teams as they conduct inquiry-based activities and work on specific enrichment experiences and assessments. Students should start each chapter by familiarizing themselves with the chapter vocabulary and morphemes list. Students may develop a chapter concept map using the vocabulary list. This initial concept map can be compared with a summative concept map to determine what learning has taken place and whether misconceptions remain. VOCABULARY aqualung (p. 2-55) bathyscaphe (p. 2-37) bathysphere (p. 2-36) caisson disease (p. 2-53) cartographer (p. 2-24) chronometer (p. 2-23) circumnavigation (p. 2-22) decompression (p. 2-41) decompression sickness (p. 2-41) decompression stops (p. 2-41) equator (p. 2-12) fauna (p. 2-27) flora (p. 2-27) genera (p. 2-31) Global Positioning System (GPS) (p. 2-47) hard-hat diving (p. 2-38) heliox (p. 2-53) Loran-C (p. 2-46) meridians (p. 2-13) outrigger (p. 2-7) parallels (p. 2-12) piloting (p. 2-9) Remotely Operated Vehicle (ROV) (p. 2-43) submersible (p. 2-14) Morphemes a – not, without anthrop – human anthropo – jointed bi – two, twice, both bio – life, biology chloro – green cyan – dark blue cyte – cell deca – ten eco – environment, ecology endo – in, within, inside entomo – insect exo – outside, external extremo – severe gastro – stomach, belly geo – earth, soil micro – small, requiring magnification photo – light, radiant energy phyto – plant pneum – air, gas poda – having a foot poly – more than one sub – under, beneath, subdivision super – a more inclusive group or category TEACHING CHAPTER 2 Instructional Strategy – Teacher Led Presentation Exploration Through Discussion HISTORY OF OCEAN EXPLORATION AND MARINE SCIENCES I. The History of Oceanography-Why Study It? Reference the National Science Teachers Association (NSTA) SciLinks Service Topic: History of Oceanography Go To: www.scilinks.org Code: LOP2020
1. The history of oceanography is connected to the general history of the world. Our knowledge and use of the ocean influences, and is influenced by commerce, warfare, world resources, and weather patterns. Guided discussion question(s): Pick a point in history and discuss why people would want to know about the ocean. Bring up travel for trade, advantages in warfare, or the procurement of fish for food. What are three reasons to learn the history of oceanography? 2. Want to learn the history of oceanography because: a. It is connected to the world’s overall history. Understanding the history of oceanography is part of understanding how the ocean shaped the past and may shape the future. b. It helps you understand how current research questions developed, and how and why people apply marine sciences today. c. It is interesting. Oceanography grew out of humanity’s desire to explore and discover. It’s about people, not the ocean and test tubes.
3 The history of oceanography can be divided into four main stages based on both time and the approach people took in learning about the ocean. They are: a. Ancient uses and explorations b. The Middle Ages c. European voyages of discovery d. The birth of marine science II. Ancient Uses and Explorations (5000 B.C. – 800 A.D.) By the end of this section, students will be able to answer these questions: 1. What were the three primary reasons for early civilization to interact with the ocean? 2. When was the first recorded sea voyage, and by what civilization? 3. What did the Phoenicians contribute to ocean exploration? 4. What was the significance of early Polynesian seafaring? 5. How did ancient explorers navigate near shore and in the open ocean? 6. What major ocean discovery is credited to the Greek Pytheas? 7. What two major contributions are credited to the Greek Eratosthenes? 8. What were the significances of the maps of Herodotus, Strabo, and Ptolemy? 9. What is the purpose of the latitude and longitude mapping system? 10. What is a parallel? What is another name for the 0° parallel? 11. What is a meridian? Through what city does the 0° meridian run? A. Prehistory and the Rise of Seafaring What were the three primary reasons for early civilization to interact with the ocean? 1. The first ocean exploration wasn’t recorded, but archaeological evidence suggests three reasons for early civilization to interact with the ocean: a. The first was probably to search for food. b. Trade with other cultures was a second reason. c. The third reason for early voyages was discovery of new lands.
2. The earliest recorded sea voyage is from 3200 B.C., when Egyptian Pharaoh Snefru brought ships from Phoenicia to Egypt. This suggests that by about 3200 B.C. sea voyages were already commonplace. B. Ancient Phoenician Explorations and Discoveries What did the Phoenicians contribute to ocean exploration? 1. Archaeological evidence of shipwrecks in the region probably predates the Phoenician culture itself. 2. Trade motivated much of this trade along the North African Mediterranean coast. 3. The Phoenicians contributed to ocean exploration by establishing the first trade routes. Phoenician trade routes ranged throughout the Mediterranean and as far as Great Britain, but stayed within sight of land, using landmarks by day and stars at night to mark their course. C. Ancient Polynesian Explorations and Discoveries Reference the National Science Teachers Association (NSTA) SciLinks Service Topic: Navigation Go To: www.scilinks.org Code: LOP2025
1. Archaeologists think that Polynesian watercraft were similar to dugout canoes, and were propelled by sails and paddles. Outriggers provided stability. 2. On long voyages, two boats were lashed together with crossbeams and a deck. 3. Polynesian voyages of up to 3,200 kilometers (2000 miles) were carried out between 2000 B.C. and 500 B.C., the earliest long distance open ocean travel. 4. These voyages allowed the settlement of islands spread out over about 26 million square kilometers over a period spanning about 1,000 years. 5. The significance of these voyages is that they were the first regular, open ocean long distance voyages beyond the sight of land. D. Ancient Greek Exploration and Discoveries How did ancient explorers navigate near shore and in the open ocean? 1. Early ancient explorers stayed within sight of land and used visible landmarks to mark their course, in a method known as piloting, still used by boaters today. 2. Later, as explorers ventured out of sight of land, the sun, constellations, and even cloud formations helped guide open ocean explorers. They may have also used birds and perhaps even smell to learn when they were close to land. 3. The ancient Greeks were the first primary civilization to apply mathematics to navigation. They produced sophisticated maps and recognized that the world was spherical, even though the information was “lost” during the Middle Ages. What major ocean discovery is credited to the Greek Pytheas? 4. The Greek Pytheas is credited with discovering how to determine north-south position using the angle of the North Star above the horizon. This was one of many mathematical applications the Greeks developed for navigation. He also discovered the connection between lunar cycle and tides in the Atlantic. What two major contributions are credited to the Greek Eratosthenes? 5. Eratosthenes calculated the Earth’s circumference, and invented the latitude/longitude system. His system was irregular because he altered the lines to go through important landmarks. Later, Hipparchus invented the regular grid system in use today. Directory: cms -> lib2 -> TX01001591 -> Centricity -> Domain Domain -> 2014 Climate Resilience Aff lib2 -> The Hurricane Project lib2 -> 1. 2 Histograms The following table presents the average points scored per game (ppg) for the 30 nba teams in the 2012–2013 regular season. Make a dotplot to display the distribution of points per game lib2 -> The Hurricane Project lib2 -> Introduction to Computer Programming Syllabus Domain -> Lovett Elementary Accelerated Reading Program School Expectations Domain -> AP® Computer Science A Domain -> J. Cunningham, Jr. Subject Area Domain -> So wrote a journalist for the Domain -> Name: 1920’s Group Research Project Download 0.69 Mb. Share with your friends:
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