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\n\n10\nItems in Topic\n\n
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\n\"Learning\n\n
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\nLesson Planet Curated\n
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\nLearning Ocean Science through Ocean Exploration\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nThe 10 inquiry-based lessons in this collection, developed for NOAA Voyages of Discovery and the Ocean Explorer WebSite, give young oceanographers experience using scientific data and modeling scientific work and thinking. Beginning with...\n
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\n\n13\nItems in Topic\n\n
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\n\"Multimedia\n\n
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\nLesson Planet Curated\n
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\nMultimedia Discovery Missions\n

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\n\nFor Students\n\n6th - 12th\n
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\nThe Multimedia Discovery Missions collection is a series of 13 interactive presentations and activities that introduce young geologists and oceanographers to fundamental concepts involving the Earth’s crust and ocean sea life. Benthos,...\n
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\n\"Deep-Sea\n\n
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\nNOAA\n
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\nDeep-Sea Ecosystems – Chemosynthesis for the Classroom\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nPhotosynthesis was discovered in the 1770s, but chemosynthesis wasn't discovered until 1977. While many have performed an experiment to show how photosynthesis works, the activity allows pupils to observe chemosynthesis. Scholars set up...\n
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Interactive
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\n\"Chemosynthesis\n\n
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\nNOAA\n
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\nChemosynthesis and Hydrothermal Vent Life\n

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\n\nFor Students\n\n6th - 12th\n
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\nWhat's life like in a hydrothermal vent? Find out in part five of a 13-part series. Learners journey to one of the harshest environments on the planet, the hydrothermal vent, to learn about the creatures that survive the extreme...\n
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\n\"Candy\n\n
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\nCurated OER\n
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\nCandy Chemosynthesis\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explain chemosynthesis and photosynthesis using candy. In this chemosynthesis lesson, students work cooperatively to create a visual explanation of the chemical equations of photosynthesis and chemosynthesis.\n
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\n\"What's\n\n
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\nCurated OER\n
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\nWhat's for Dinner?\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nView a video presentation comparing chemosynthesis to photosynthesis. Review the findings of the 2004 Ring of Fire Expedition that studied biological communities around the hydrothermal vents of the Mariana Arc. In...\n
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\n\"Animals\n\n
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\nCurated OER\n
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\nAnimals of the Lost City\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nBegin with a demonstration of exothermic reactions and discussion of chemosynthesis. Your aspiring oceanographers research vent communities and then craft a mural of a vent community. This is a terrific method of introducing learners to...\n
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\n\"Chemosynthesis\n\n
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\nCurated OER\n
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\nChemosynthesis for the Classroom\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nExplorers set up Windogradsky columns with local mud so that they can culture microorganisms. After three and six weeks they make observations of the mud and the organisms growing in it. In this way they observe succession and relate...\n
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\n\"This\n\n
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\nCurated OER\n
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\nThis Life Stinks\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nChemosynthetic communities of cold seep areas are considered in this lesson. Working in collaborative groups, marine biology or oceanography learners research and prepare a report about oxidation-reduction reactions involved with...\n
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\n\"Entering\n\n
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\nCurated OER\n
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\nEntering the Twilight Zone\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents describe major features of cold-seep communities and the process of chemosynthesis as it relates to organisms in each habitat.  In this deep-sea habitats instructional activity, students study the...\n
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\n\"Hot\n\n
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\nCurated OER\n
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\nHot Food\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents compare and contrast photosynthesis and chemosynthesis as processes that provide energy to biological communities. They investigate the energy content of hydrocarbons used in coral communities.\n
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\n\"Deep-Sea\n\n
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\nDeep-Sea Ecosystems – Life is Weird!\n

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\n\nFor Teachers\n\n7th - 8th\n\nStandards\n
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\nA pool of brine in the deep sea can be up to four times as salty as the surrounding sea water. The deep sea ecosystem relies on chemosynthesis and the organisms that live there are often strange to us. The instructional activity focuses...\n
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\n\"What's\n\n
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\nCurated OER\n
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\nWhat's in That Cake?\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nCooperative groups research trip logs from deep-sea expeditions and explore characteristics of deepwater habitats. Using a cake as the ocean floor, they work together to decorate it as a model of such habitats. They also prepare a...\n
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Instructional Video2:52
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\n\"Hydrothermal\n\n
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\nCurated OER\n
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\nHydrothermal Vents\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nDo aliens exist? They do on the Galapagos Islands' ocean floor! Despite being a mile and a half below the ocean's surface (and far from the sun's reach), bizarre life forms have found a way to thrive there. So, how is this possible?...\n
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\n\"Ocean\n\n
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\nNOAA\n
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\nOcean Primary Production\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nA cold seep is an area on the ocean floor where hydrocarbons leak from the earth, creating entire unique biomes. Learners explore cold seeps, photosynthesis in the ocean, and its limitations due to loss of sunlight. They further explore...\n
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\n\"2005\n\n
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\nCurated OER\n
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\n2005 Submarine Ring of Fire Expedition: What's for Dinner?\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents compare and contrast photosynthesis and chemosynthesis as sources of primary production for biological communities, and describe sources of primary production observed in biological communities associated with volcanoes of the...\n
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\n\"Life\n\n
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\nCurated OER\n
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\nLife is Weird\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nSeparate your science class into small groups and assign each a specific deep-sea organism to research. The class will learn about all of the organisms as each group presents their assigned animal. Following their presentations, you can...\n
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\n\"Chemosynthesis\n\n
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\nCurated OER\n
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\nChemosynthesis in the Classroom\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents observe the development of chemosynthesis in bacterial communities.  In this bacteria lesson students explore that chemosynthesis is and how it is relevant to biological communities.\n
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\n\"Animals\n\n
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\nAnimals of the Fire Ice\n

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\n\nFor Teachers\n\n5th - 6th\n\nStandards\n
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\nWhen the sun's rays can't reach the producers in a food web, where does all the energy come from? Extreme environments call for extreme food sources. Young scientists investigate creatures that appear to get their energy from methane...\n
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\n\"This\n\n
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\nCurated OER\n
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\nThis Life Stinks!\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars explore the process of chemosynthesis and contrast this process with photosynthesis. They consider the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.\n
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\n\"Rock\n\n
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\nCurated OER\n
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\nRock Eaters of the Gulf of Alaska\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners compare and contrast the processes of photosynthesis and chemosynthesis. They identify and describe sources of energy used by various organisms for chemosynthesis.\n
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\n\"One\n\n
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\nCurated OER\n
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\nOne Tough Worm\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents explain the process of chemosynthesis. They are able to explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps.\n
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\n\"This\n\n
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\nCurated OER\n
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\nThis Old Tubeworm\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explain the process and significance of chemosynthesis. They develop their own graphic based on data of a biological community. They estimate the age of a given species as well.\n
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\n\"Reduced\n\n
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\nCurated OER\n
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\nReduced Fare\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discover the relationship between tectonic plate boundaries and the communities of life that thrive at such boundaries. In this biology instructional activity, students find that methane from oxidized carbon in sediments...\n
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