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To Boldly Go...
http://oceanexplorer.noaa.gov/okeanos/edu/leadersguide/media/09toboldlygo.pdf

Mel Goodwin, National Oceanic and Atmospheric Administration (NOAA)

This web-based activity tackles the broad reasons for undertaking ocean exploration - studying the interconnected issues of climate change, ocean health, energy and human health. Students examine the types of technology ocean scientists use to collect important data.

Activity takes three class periods and some time outside the classroom. Computer with Internet access needed.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 6 Cross Cutting Concepts, 4 Science and Engineering Practices
High School: 4 Cross Cutting Concepts, 3 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

Observations are the foundation for understanding the climate system
About Teaching Principle 5
Other materials addressing 5b
Increased acidity of oceans and negative impacts on food chain due to increasing carbon dioxide levels
About Teaching Principle 7
Other materials addressing 7d
Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change
About Teaching Principle 7
Other materials addressing 7e

Energy Literacy

Environmental quality is impacted by energy choices.
Other materials addressing:
7.3 Environmental quality.
Humans transfer and transform energy from the environment into forms useful for human endeavors.
Other materials addressing:
4.1 Humans transfer and transform energy.
Humans live within Earth's ecosystems.
Other materials addressing:
3.6 Humans live within Earth's ecosystems..

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:E) Organizing information
Other materials addressing:
E) Organizing information.
2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:A) Processes that shape the Earth
Other materials addressing:
A) Processes that shape the Earth.
2. Knowledge of Environmental Processes and Systems:2.2 The Living Environment:A) Organisms, populations, and communities
Other materials addressing:
A) Organisms, populations, and communities.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • If you want to teach this activity at the high school level, replace the Ocean Exploration Game with a group oral presentation or individual research project.
  • Teachers could create a student activity sheet with the learning objectives and URLs for the research topics.

About the Science

  • While researching the reasons for undertaking ocean exploration, students learn about ocean research technology, such as underwater robots and mapping tools.
  • In addition, students learn about the technological capabilities aboard the NOAA Oceans Explorer that allow oceanographers to explore the open ocean and gather important data.
  • Comments from expert scientist: Great use of current cruises and findings. Applications for students are very hands on which I think is great because it involves them more and requires them to actually think about what they are learning instead of regurgitating information without application. This material does a great job listing and citing the differences between the many forms of deep sea exploration.

About the Pedagogy

  • As students explore the answer to their group research question, they are introduced to a variety of engaging resources that are visual and/or auditory such as slide shows and podcasts.
  • The activity is middle school level but much of the content is higher level, assuming a good bit of prior knowledge.

Technical Details/Ease of Use

  • There are multiple web links provided for students to use in gathering the information that they need.
  • There is a video that the teacher uses to start the lesson that is 35 minutes long. It is recommended that teacher download, review, and possibly prepare a shorter segment in advance.

Next Generation Science Standards See how this Activity supports:

Middle School

Disciplinary Core Ideas: 1

MS-ESS3.A1:Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.

Cross Cutting Concepts: 6

Systems and System Models, Energy and Matter, Stability and Change, Patterns, Cause and effect, Scale, Proportion and Quantity

MS-C4.3:Models are limited in that they only represent certain aspects of the system under study.

MS-C5.2: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.

MS-C7.3:Stability might be disturbed either by sudden events or gradual changes that accumulate over time.

MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems

MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.

MS-C3.1:Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Science and Engineering Practices: 4

Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Obtaining, Evaluating, and Communicating Information

MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

MS-P6.4:Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real- world phenomena, examples, or events.

MS-P8.1:Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural and designed world(s).

MS-P8.5:Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

High School

Cross Cutting Concepts: 4

Cause and effect, Scale, Proportion and Quantity, Energy and Matter, Stability and Change

HS-C2.2:Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

HS-C3.2: Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.

HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C7.1:Much of science deals with constructing explanations of how things change and how they remain stable.

Science and Engineering Practices: 3

Constructing Explanations and Designing Solutions, Obtaining, Evaluating, and Communicating Information

HS-P6.4:Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.

HS-P8.2:Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.

HS-P8.5:Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).


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