Mel Goodwin, National Oceanic and Atmospheric Administration (NOAA)
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»
See 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
Activity could modified for high school students as described in the Teaching Tips.
About Teaching Climate Literacy
Other materials addressing 5b
Other materials addressing 7d
Other materials addressing 7e
7.3 Environmental quality.
4.1 Humans transfer and transform energy.
3.6 Humans live within Earth's ecosystems..
Excellence in Environmental Education Guidelines
Other materials addressing:
E) Organizing information.
Other materials addressing:
A) Processes that shape the Earth.
Other materials addressing:
A) Organisms, populations, and communities.
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Teaching Tips | Science | Pedagogy |
- 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:
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
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
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.
Cross Cutting Concepts: 4
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
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).