Students analyze a map of the North Polar region, test their knowledge of the Arctic, and brainstorm examples of the interconnectedness of life in this region with life around the world.
Students create a marine ecosystem and describe the adaptive, trophic, and symbiotic relationships between the biotic and abiotic components of the ecosystem.
Students explore the difference between weather and climate by investigating extreme weather on Earth and its contributing factors. Students brainstorm a list of weather-related words and phrases. They will then gather information about weather by viewing images and videos and discussing with peers, and then record the information they have learned on a provided worksheet.
Students investigate conditions that affect extreme weather on Earth. They will use brainstorming, discussion, and resources such as images and video to gather information about weather, and then record their information on a provided worksheet.
Students participate in a simulation of a Shark Bay food web to view the relationships between members of that ecosystem.
Students use a variety of media to discuss and analyze human-related pressures upon marine ecosystems and resources.
Students watch videos to examine ways that human actions can throw a marine ecosystem out of balance and lead to species decline. Then they brainstorm a list of stakeholders and generate questions about them.
Students are introduced to ecosystems, food webs, and keystone species. They draw a simple food web and predict the impact keystone species have on an ecosystem.
Students will use online videos and photo galleries to conduct a virtual bolus dissection for the Laysan albatross and learn how marine debris can be mistaken for food and harm marine organisms.
Students investigate different marine ecosystem types, identify examples of these ecosystems and their characteristics, and locate the ecosystems on a map of the world's oceans.
Students investigate marine food webs and trophic levels, research one marine organism, this activity sand fit their organisms together in a class-created food web showing a balanced marine ecosystem.
Students analyze three broad ocean habitats, the characteristics and conditions of each, and research the animals of each zone and their adaptations.
Students conduct a plot study to observe and record the presence of all living organisms in a selected area.
Students read about the establishment of the Marianas Trench Marine National Monument and discuss why it is important to preserve the Mariana Trench and surrounding area.
Students learn about the three ocean light zones, make predictions about deep-sea resources, and read about those resources and their value to science and businesses.
A short article on how living shorelines utilize natural methods to slow coastal erosion within the Chesapeake Bay.
Students consult expert resources to identify organisms observed during a plot study, and then use this research to complete species inventory cards that represent the biodiversity of the area studied.
Students analyze data and maps to understand how increased population growth impacts the water quality of the Chesapeake Bay. Then they explore how the health of the Bay affects its animals.
Students will discover how a tsunami is born...and how it destroys.
Students practice the language of location in relation to themselves and classroom objects. The class will work collaboratively to create a simple classroom map and then use it to describe the location of various objects found in the classroom.