Investigations

Class Time Required	3-5 class periods
Materials Needed	Science notebooks Why Do We Explore? "Journey to the Unknown" photos Ocean Explorer Worksheet Page of photos of Michelle Ridgway video Exploring the Ocean’s Hidden Worlds Video discussion questions Internet access
Teacher Preparation	About 1.5 hours to read through investigation, watch video, gather materials, and copy handouts.
Prior Student Knowledge	Ability to work in small groups. Basic understanding of plate tectonics, photosynthesis, and pH will help students to understand the video.
Vocabulary	ballast, protocol, audio, sonar screen, HMI lights, archaeology, geophysicist, ROV, submersible, mid-ocean ridge, mercator projection, Rift Valley, telepresence, edifice, hydrothermal, methane, inextricably
Science GLEs Addressed	6th Grade: SA1.1, SE1.1, SE3.1 7th Grade: SA1.1, SE3.1 8th Grade: SA1.1

Overview: Students begin this 3-4 day investigation with a discussion and activity centered around seven traditional reasons that people explore. Then they go on an imaginary journey to the unknown. Once the journey is over, the students are given clues to discover that their trip was in a manned submersible in the Bering Sea. They learn about a researcher who is actually studying the Bering Sea in a submarine, then watch and discuss a video featuring underwater explorer Robert Ballard. As a final activity in this investigation, students research past and present ocean explorers and share their discoveries, inventions, or research.

Class Time Required	5-7 class periods
Materials Needed	Science notebooks Underwater vehicle chart Map of canyons Mural Grid Figure Bering Canyon cards Mural paper Drawing paper Drawing materials Scissors Glue 3x3 inch sticky notes
Teacher Preparation	About 1 hour to read lesson and background materials and to gather and prepare materials.
Prior Student Knowledge	Experience with "Journey to the Unknown" from Investigation 1. Basic knowledge of classification of marine organisms. Working knowledge of coordinate grid systems.
Vocabulary	ROV - Remotely Operated Vehicle AUV - Autonomous Underwater Vehicle HOV - Human Occupied Vehicle ABE - Autonomous Benthic Explorer Benthic Autonomous Blog
Science GLEs Addressed	6th Grade: SA1.1, SA1.2, SE1.1, SE2.1, SE2.2, SE3.1 7th Grade: SA1.1, SA1.2, SE2.2 8th Grade: SA1.1, SA1.2, SA2.1, SE2.1, SE2.2,

Overview: In this 5-7 day investigation, students learn about vehicles used to explore the sea. They then learn about two deep sea canyons in the Bering Sea and the variety of life found in these canyons. Finally, students create a mural of one of the canyons, and participate in a sampling simulation to determine life in the canyon.

Class Time Required	6-7 class periods
Materials Needed	Science notebooks Bathymetric map of Patton Seamount Ocean Features Bathymetric Mapping Instructions Model seafloor instructions Seafloor grid Excel map instructions Plastic food storage containers Clay Cardboard boxes with lids Tape Probes (skewers, knitting needles, pencils, etc.) Centimeter rulers Black felt-tip markers Crayons, colored markers or colored pencils Internet access and projector Excel software
Teacher Preparation	Two to three hours to read, watch videos, prepare the videos and illustrations for projection, make handouts, gather materials, try activities and create examples.
Prior Student Knowledge	Basic concepts of mountain formation and of plate tectonics. Experience with grid systems.
Vocabulary	Hydrographic survey, sonar, multi beam sonar, sidescan sonar, bathemetry, topographic maps, contour line, biological productivity, Global Positioning System, concentric topography,tectonic, seamount, magma, enigmatic, endemic
Science GLEs Addressed	6th Grade: SA1.1, SA1.2, SD2.3, SE1.1, SE2.1, SE2.2, SE3.1 7th Grade: SA1.1, SA1.2, SD2.2, SE2.2, SE3.1 8th Grade: SA1.1, SA1.2, SD2.1, SE2.2, SE3.1

Overview:
In this 6-7 day investigation, students begin with an introduction to seamounts that are present in the Gulf of Alaska. They learn how seamounts were formed and look at a bathymetric map of a seamount. In Activity 3A, students explore sea floor mapping techniques as they participate in an activity to create a map of a sea feature they have molded out of clay. In Activity 3B, students watch a short animated presentation, "Who cares about Sea Floor Mapping?" then create a model of a seamount found in Alaska. They use pre-sonar techniques to collect data and create a graph of their seamount using Excel.

Class Time Required	3-4 class periods
Materials Needed	Science notebooks Right Whale Data Sheet Sounds in the Sea PowerPoint, part 1 Sounds of the Sea PowerPoint, part 2 Sounds in the Sea PowerPoint, part 3 Spectrograms Spectrogram Key Internet access Projector Rope Tape or cone markers Blindfolds Bering Sea map
Teacher Preparation	About 1.5 hours to read through investigation, watch PowerPoint, gather materials, copy handouts, and create the "Bering Sea" area
Prior Student Knowledge	Experience or concurrent instruction about basic concepts of sound. Familiarity with x-y coordinates.
Vocabulary	acoustic, amplitude, array signal, biopsy, compression wave, hydrophone, kinetic energy, protocol, sine wave, sonobuoy, spectrogram, vocalization, frequency,
Science GLEs Addressed	6th Grade: SA1.1, SA1.2, SE1.1 7th Grade: SA1.1, SA1.2, SB4.3 8th Grade: SA1.1, SA1.2, SA2.1

Overview: This 3-day investigation begins with students listening to a variety of underwater sounds, and deciding if the sound was made by an animal or something else. They learn about sound and how sound works in water, and about a researcher in the Bering Sea who is using sound to study the North Pacific right whale. Students learn about hydrophones and participate in an activity that simulates the use of hydrophones. Finally, they learn about spectrograms and try to identify animals by looking at the spectrograms and listening to the associated sounds.

Class Time Required	3-4 class periods
Materials Needed	Science notebooks Quadrats Transect line Clipboards Pencils Data summary sheet
Teacher Preparation	Visit and investigate possible field site(s) for the survey, and choose a site Obtain maps of the targeted area Arrange necessary permissions, transportation, adult volunteers, and other logistics Gather equipment and materials
Prior Student Knowledge	Basic understanding of watersheds. Ability to identify local plants and animals.
Vocabulary	quadrat random sampling systematic sampling
Science GLEs Addressed	6th Grade: SA1.1, SA1.2, SA3.1 7th Grade: SA1.1, SA1.2, SA3.1 8th Grade: SA1.1, SA1.2

Overview: In this 3-4 day investigation, students go outdoors to explore their local water body, using sampling techniques to discover the plants and animals.

Class Time Required	7-8 class periods
Materials Needed	Science notebooks Internet access Research materials Scoring Guide
Teacher Preparation	1-2 hours to investigate and gather research materials and develop guidelines for students
Prior Student Knowledge	Students will use experience gained throughout the unit. They will need prior experience or concurrent instruction in research methods.
Vocabulary	Will vary according to topics
Science GLEs Addressed	6th Grade: SA1.1, SE1.1, 7th Grade: SA1.1, SE3.1 8th Grade: SA1.1

Overview: During this 7-8 day investigation, students create a list of ocean topics that they may have heard of or are familiar with, and then choose a topic to explore. They create a presentation to share their new knowledge with others.

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