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\n\"Living\n\n
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\nOcean Explorer\n
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\nLiving with the Heat\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nYoung oceanographers study the Submarine Ring of Fire, which is a series of deep-water volcanic vents that come up from the ocean floor. Learners take a close look at the unique ecosystems that are associated with these areas, how these...\n
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\n\"The\n\n
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\nNOAA\n
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\nThe Biggest Plates on Earth\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nThe deepest part of the ocean is the Marianas trench where two tectonic plates meet. Scholars explore plate tectonics and their boundary types by completing hands-on activities throughout the lesson. Specific areas, such as the Galapagos...\n
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\n\"Animals\n\n
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\nNOAA\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\"How\n\n
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\nCurated OER\n
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\nHow Does Your Magma Grow?\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents identify the three types of plate boundaries and the Earth's tectonic plates system. They examine how the Galapagos Islands were formed and hydrothermal vents.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Ridge Exploring Robot\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers study about an autonomous underwater vehicle and explain the strategies that it uses to locate and map hydrothermal vents. In this marine navigation lesson students design a program for an AUV survey.\n
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\n\"Analyzing\n\n
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\nCurated OER\n
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\nAnalyzing Intertidal and Deep Sea Vent Communities\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents study how scientists measure diversity.  In this diversity lesson students look at marine communities and look at data to calculate diversity in 3 different ways.\n
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\n\"Precipitates\n\n
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\nCurated OER\n
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\nPrecipitates and Black Smokers\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss how hydrothermal fluid is different from seawater and what happens to it as it passes through the oceanic crust. They observe and manipulate calcuim chloride and baking soda to comprehend how precipates form.\n
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\n\"Ancient\n\n
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\nCurated OER\n
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\nAncient Bugs\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents describe Archaea. In this biology lesson plan, students examine biological communities and the role Archaea plays. Students will compare and contrast the Archaea with bacteria and eukaryote.\n
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\n\"Where\n\n
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\nCurated OER\n
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\nWhere There's Smoke......\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents use fundamental relationships between melting points, boiling points, solubility, temperature and pressure to develop explanations.  In this chemistry lesson students complete an activity. \n
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\n\"What's\n\n
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\nNOAA\n
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\nWhat's a CTD?\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nWhy are the properties of the water important when exploring the ocean? Young scientists discover the tools and technology used in deep sea exploration in the fourth installment in a five-part series. Groups work together to...\n
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Instructional Video6:27
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\n\"Chicago\n\n
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\nThe Brain Scoop\n
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\nChicago Adventure, Part 7: Octopus Sex\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nOctopi transfer sperm by a modified arm tip. Other interesting and weird facts about octopus sex in included in an intriguing video. Brain Scoop presents the seventh part of a series on an adventure at the Field Museum as part of its...\n
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Interactive
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\n\"Ocean\n\n
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\nAmerican Museum of Natural History\n
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\nOcean Creature Feature\n

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\n\nFor Students\n\n6th - 12th\n
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\nFrom coloring to hard protective shells, ocean creatures have adaptation features that help them survive. An eight-question online quiz highlights different ocean animals and their unique characteristics. The resource then offers pop-up...\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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\nIn this lesson sixth grade students get into groups and research a given ocean habitat. The major features of cold-seep communities are the objective but plenty information is given about other habitats which could be assigned to...\n
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\n\"Volcanoes\n\n
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\nCurated OER\n
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\nVolcanoes of the Deep\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents discuss how organisms relate to one another. They work together to research a specific organism and how it relates to other organisms. They present their findings to the class.\n
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\n\"Seeing\n\n
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\nCurated OER\n
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\nSeeing the Seafloor Using Sound - Multibeam Sidescan Sonar\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents are told that sound is not just stuff that our ears hear. They are explained that it is a tool for measuring and looking at objects in a new way. Students are introduced to sound waves and sonar imaging. They are explained...\n
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring Explorations-Ocean Exploration\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents learn about Earth's deep ocean discoveries and their benefits. In this ocean exploration instructional activity, students review previous explorations of the Earth's deep oceans and learn about the discoveries of the past.\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 lesson, students find that methane from oxidized carbon in sediments provides nutrients for...\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\"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 lesson, students study the categorization of ocean habitats...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Wonders of Bacteria\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nLearners explore the evolution and features of bacteria through a series of activities. In this biology lesson, students collect data and graph bacterial growth. They design a brochure about bacteria's role in society.\n
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\n\"Sea\n\n
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\nCurated OER\n
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\nSea Connections\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents, after locating different marine habitats on a globe, play a card game about ecosystems, food webs and organisms.\n
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\n\"Unexplored!\n\n
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\nCurated OER\n
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\nUnexplored!\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents explore volcanoes.  In this deep sea volcano lesson students complete a worksheet and various activities.\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat is Biocomplexity?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents dicuss different aspects of biocomplexity. They demonstrate synthesis of complex concepts by creating before and after posters expressing how the concepts of biocomplexity have ben internalized. Students define the term...\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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