Even the littlest learners can become art historians if they have the right training. For the lesson, your preschoolers discuss the piece Long Jakes as they point out all the details they notice. They discuss what mountains and mountain...

This is a strange question; but what kind of vessel would you be and why? After examining images of a large Inca jug, the class sets to writing a creative narrative that answers that very interesting question. They start by researching...

Learning to craft quality questions is a skill that can be taught. Class members use the Question Formulation Technique to learn how to create and refine both closed-ended and open-ended questions. They then view West of the West's...

Scholars build background knowledge about mining on Inuit lands. Working in small groups, they sort information about the Inuit onto a point of view chart to determine if mining is beneficial to Inuit communities. 

Fifth graders determine what the Newbery Award is and why it is importance. They examine a number of Newbery Award winning books and listen to a book talk about William Pene DuBois', Twenty-One Balloons while watching a PowerPoint...

Students describe the movement of tectonic plates in the Hawaiian archipelago region. They describe how a combination of hotspot activity and tectonic plate movement could produce the arrangement of seamounts obse

Students describe the overall flow of the Gulf Stream, and explain how it affects biological communities in the North Atlantic Ocean.Students describe Gulf Stream rings, and explain how they are formed.Students be abl

Learners explain why new drugs are needed to treat cardiovascular disease, cancer, inflammation, and infections. They infer why some marine invertebrates are promising sources of new drugs, explaining the process in which cells...

Young scholars describe major topographic features on the Patton Seamount, and interpret two-dimensional topographic data. They create three-dimensional models of landforms from two-dimensional topographic data.

Students research deep sea communities and discover strategies for combating antimicrobial resistance and write reports on it. They consider overprescription and prophylactic uses of antibiotics as causes for their ineffectiveness.

Learners describe the body form and major anatomical structures of squids and describe some unusual or unique features of newly-discovered deep water squid species. They infer what types of food squids use from their anatomical features.

Students describe major features of cold seep communities, and list at least five organisms typical of these communities. They infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding...

Students use satellite imagery to obtain information on chlorophyll concentration at selected locations in the Earth's oceans.Students explain the relationship between chlorophyll concentration and primary production.Studen

Students recognize and identify some of the fauna groups found in deep-sea coral reef communities. They describe common feeding strategies used by benthic animals in deep-sea coral reef communities.Students be able

Students compare and contrast the processes of photosynthesis and chemosynthesis. They identify and describe sources of energy used by various organisms for chemosynthesis.

Students explain the importance of larval dispersal and retention to populations. They collect data on organisms and examine it.

Students identify organisms that are typical a part of a hydrothermal vent. They examine why hydrothermal vents are short-lived.

Students explain hydrothermal vents and the process in which species and the hydrothermal vents become isolated.

Learners explain polarization vision and why some animals have it while others do not. They examine the reasons why it would be helpful for marine organisms to have polarized light.

Students identify taxa in Arctic benthic communities. They discover organisms that live in these Arctic areas. They analyze data compiled for the Canada Basin Benthic Samples, 2002.

Learners study that very little sunlight penetrates the ocean below depths of 200 meters. They study that no light penetrates the ocean below depths of 1000 meters. They study that the quality of light changes as depth increase

Students investigate and analyze the patterns of sedimentation in the Hudson Canyon students observe how heavier particles sink faster than finer particles. They study that submarine landslides (trench slope failure) are

Students conduct investigations to observe formations of precipitates, then create models of developing hydrothermal vents. They compare the models with the actual hydrothermal vents developing along the Galapagos Rift.

High schoolers study microsatellite markers and explain how they might be used to identify populations. They use data to make inferences about the populations of deep-sea corals.