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Lesson Plans ���� LESSON PLANS mmmmmm UNIT 1 INTRODUCTION TO MARINE SCIENCE UNIT 2 KINGDOMS OF LIFE IN THE SEA UNIT 3 MARINE INVERTEBRATES UNIT 4 MARINE VERTEBRATES UNIT 5 THE WATER PLANET UNIT 6 ENERGY IN THE OCEAN UNIT 7 MARINE ECOLOGY UNIT 1 INTRODUCTION TO MARINE SCIENCE Chapter 1 / Exploring the Oceans INTRODUCTION In Chapter 1, the student learns about the history of ocean studies and travels, from exploratory worldwide sailing voyages to pioneering voyages into the ocean’s depths. The story of the Titanic is told to introduce the student to concepts—such as buoyancy—that are related to early ocean travel and to the more recent advances in technology that have enabled greater exploration of “inner space.” ■ The incentive for early ocean travel was usually the search for new trade routes, riches, and knowledge about new lands. ■ Technological innovations have increased scientific exploration of the oceans, facilitating charting of cur- rents, location of shipwrecks, and investigations into deep-sea life-forms and seafloor features. out of 10 times, the spot touched will be an LESSON 1 (page v: To the Student) ocean. Aim: What is marine science? 2. KEY QUESTION: Why is Earth called a “water planet”? Ask students to estimate what per- centage of Earth’s surface is water. Tell them Instructional Objectives that the ocean covers about 71 percent of Earth’s surface. Students will be able to: 3. WRITE THE AIM: What is marine science? 1. Define marine science. Explain that marine science is a field of knowl- 2. Distinguish between marine biology and edge about the ocean, composed of marine oceanography. biology and oceanography. 3. Explain why Earth is called a water planet. KEY QUESTIONS: What is marine biology? What is oceanography? Marine biology is the study of life in the ocean. Oceanography is the study Motivation for the Lesson / Do Now of the physical characteristics of the ocean, Show the class a map of Earth. Have each student such as temperature, pressure, density, salin- make a simple sketch of the oceans and conti- ity, light, sound, and movements of ocean nents. water. 4. Do one or more of the following activities to show how various scientific disciplines tie in Development of the Lesson with a study of the oceans: show a photograph 1. Have one student spin a globe of Earth while of a scuba diver to introduce the idea of pres- another student (blindfolded) points to a spot sure underwater (physics); discuss recent on the globe. Repeat 10 times. On average, 7 droughts, floods, and El Niño to illustrate the 3 4 Marine Science Teacher’s Manual influence of oceans on climate (meteorology); are metallic) one objects floats, while the other make “ocean water” by mixing sea salts with sinks. freshwater (chemistry). List and define on the board the following fields of science: biology Development of the Lesson (study of life); chemistry (study of matter in its 1. Ask students to drop different items into the molecular form); physics (study of energy and container of water, such as a paper clip, cork, forces); geology (study of formation and struc- pencil, pen, eraser, and so on. ture of Earth); meteorology (study of weather and climate); and astronomy (study of objects KEY QUESTION: Why do some objects float, and matter in outer space). while others sink? The coin sinks because it weighs more than the water it displaces. The aluminum-foil ball floats because it contains Summary of the Lesson air within its folds. Air weighs less than water; Marine science is an interdisciplinary field that is so the ball weighs less than the water it dis- concerned with the study of the ocean and all the places. living things found in it. This study encompasses 2. WRITE THE AIM: Why did the Titanic sink? research in the major scientific fields, such as biol- Have students examine the illustration of ogy, chemistry, physics, and Earth and space sci- Archimedes’ principle in Figure 1-1 on page 6. ences. Students will learn that the oceans have a ASK THE CLASS: (a) How much does the object great impact on life on land as well as on life in weigh in air? (35 grams); (b) How much does it the water. weigh in water? (15 grams); (c) What is the apparent loss of weight in water? (20 grams). Homework Assignment 3. Introduce the concept of buoyancy. The Read page v (To the Student) and pages 3–6. Answer ancient Greek scientist Archimedes discovered Section Review questions 1–3 on pages 6–7. that floating objects are supported by an upward force called buoyancy. He stated that (a) the buoyant force on any object is equal to the weight of the liquid that the object displaces; LESSON 2 (pages 4–6) and (b) an object immersed in a liquid appears to lose weight, and that apparent weight loss Why did the Titanic sink? Aim: is equal to the weight of the liquid displaced. These ideas are known as Archimedes’ principle. Instructional Objectives 4. KEY QUESTION: How does Archimedes’ principle Students will be able to: explain how the Titanic sank? A steel ship floats 1. Define buoyancy (and Archimedes’ principle). because it is constructed to have many air- filled compartments. The Titanic sank because 2. Explain why some objects sink, while others its air-filled compartments filled with water float. after a collision with an iceberg. The added 3. Explain what happened to the Titanic when it weight of the water combined with the weight hit the iceberg. of the ship became greater than the buoyant force supporting the ship, thus causing it to Motivation for the Lesson / Do Now sink rapidly. Drop a coin such as a quarter and a ball of alu- Summary of the Lesson minum foil into a large container of water. Have students observe what happens to each object in An object sinks when the weight of the object is the water. They should note that (although both greater than the buoyant force that supports the UNIT 1 / INTRODUCTION TO MARINE SCIENCE 5 object. An object floats when its weight is less Development of the Lesson than the buoyant force that supports the object. 1. Organize the class into eight groups, each with a team leader. Walk around the room and Homework Assignment have each team leader choose from a con- tainer a piece of paper that has the name of an Answer Chapter Review questions 9–12 on page early navigator or explorer on it. 24. Read pages 7–10 (top of page). Answer Section Review questions 1–3 on page 10. 2. WRITE THE AIM: What is known about the early ocean explorers and navigators? Students should complete their review of pages 7–10. Then stu- dents should write as much information as possible in their notebooks about their group’s (pages 7–10) LESSON 3 assigned explorer. When they are ready, have Aim: What is known about the early ocean the team leaders go up to the board to record explorers and navigators? the facts on a chart, as shown below. (Check for accuracy.) All students should copy the completed chart into their notebooks. Instructional Objectives 3. KEY QUESTION: What were the routes taken by Students will be able to: the early navigators and explorers? Distribute copies of world maps on which students can 1. Identify the early ocean navigators and ocean draw lines to show the approximate paths explorers. sailed by each explorer. Have students write 2. Describe the accomplishments of these early the appropriate explorer’s name on each line. explorers. 4. KEY QUESTION: What have you learned about 3. Explain what motivated the early explorers to the early explorers? Have each group prepare a travel by sea. brief summary. Call on a student from each team to read their summary aloud to the class. Motivation for the Lesson / Do Now Have students review pages 7–10 in their text- Summary of the Lesson books; ask them to look at Figure 1-2 on page 9, which illustrates the path of Magellan’s historic A sense of adventure, combined with the oppor- attempt to circumnavigate the globe. tunity to expand trade routes, conquer lands, and Explorer/Navigator Country of Origin Lands Explored The Vikings Scandinavian countries Newfoundland, Canada Batholomeu Dias Portugal South Africa Christopher Columbus Spain/Italy Bahamas John Cabot England Labrador, Canada Vasco Núñez de Balboa Spain Panama Ferdinand Magellan Portugal Americas to Philippines Giovanni da Verrazano Italy North America (east coast) Jacques Cartier France Canada (east coast) 6 Marine Science Teacher’s Manual obtain great wealth, motivated the early explor- Development of the Lesson ers to search for new lands by sailing the oceans. 1. Organize the class into six groups, each with a team leader. Walk around the room and have each team leader choose from a con- Homework Assignment tainer a piece of paper that has the name of an Read pages 10–13. Answer Section Review ques- early ocean scientist on it. tions 1–3 on page 14 (at top of page). 2. WRITE THE AIM: What do we know about the early scientific exploration of the ocean? Students should complete their review of pages 10–13. Then students should write as much informa- tion as possible in their notebooks about their LESSON 4 (pages 10–13) group’s assigned ocean scientist. When they are ready, have the team leaders go up to the Aim: What do we know about the early sci- board to record the facts on a chart, as shown entific exploration of the ocean? below. (Check for accuracy.) All students should copy the completed chart into their notebooks.
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