diving into stem with oceanic research group secondary ... intro... · questions for tools of the...

Diving into STEM with Oceanic Research GroupSecondary Unit: Teaching STEM with Sharks

Introductory Lesson: Teacher ResourcesConcepts: Ocean Areas, Categories of Ocean Creatures, Food Webs, Adaptations, Boat & Scuba Diving

terminologyGrade Level: 9 Estimated Time: Afterschool: 14 hours Classroom: 5 hoursOverview: Dive into STEM by first learning about the ocean, its inhabitants and ways people explore it. Online Resources: Wonders of the Sea http://www.oceanicresearch.org/education/wonders/lesson Tools of the Trade - http://www.blueworldtv.com/webisodes/extras

Secondary Unit - Introduction: Teacher Resources - Learn more at www.BlueWorldTV.com!

Jonathan Bird fell in love with the ocean in the 1980s when he learned to dive in college. Already an avid photographer, he combined scuba diving and photography to create what would eventually become not only his passion, but his profession. Although Jonathan has had a few close calls with dangerous animals like sharks, his worst underwater injuries have come from pointy sea urchins and crown-of-thorn sea stars. He was once head-butted by an angry dolphin. None of these things have dampened his enthusiasm for the excitement of underwater exploration. He has traveled around the world to film underwater in places such as the cold waters of Antarctica, the warm waters of Micronesia and even a swimming pool at NASA’s Johnson Space Center.

Jonathan is an Emmy Award-winning underwater cinematographer and producer, president of the non-profit organization Oceanic Research Group as well as a widely published author, award-winning assignment cinematographer, photographer and speaker. He is the author of 7 books, and director of over 20 films.

Oceanic Research Group is a nonprofit organization founded by Jonathan Bird in 1991. It creates videos that are both entertaining and educational to help increase awareness of the ocean to help protect it. In 2008, Oceanic Research Group launched the Emmy Award winning public television series, Jonathan Bird’s Blue World (http://www.blueworldtv.com/), which has been broadcast continually since then with four seasons released. With partial support from the National Science Foundation, STEM focused educational resources were created to accompany the Blue World videos in classroom teaching. Other projects of Oceanic Research Group are Shark Academy (http://www.oceanicresearch.org/education/shark-academy/shark-academy.html) and Wonders of the Sea (http://www.oceanicresearch.org/education/wonders/lesson.html).

This Introductory Lesson weaves together the different educational resources of Oceanic Research Group to provide students with a foundation for learning about the ocean and its inhabitants. Dive in and see what lies beneath the surface of the water!

Objectives• Introduce students to the realms of the ocean

• Introduce students to creatures and food webs in the ocean• Introduce students to vocabulary related to boats and scuba diving• Discuss adaptations that ocean animals have made for survival

NGSS and Common Core StandardsNext Generation Science Standards

Ecosystems: Interactions, Energy, and Dynamics Biological Evolution: Unity and Diversity

Common Core StandardsLanguage Standards 6-12Reading Standards for Literature 6-12 Reading Standards for Informational Text 6-12 Speaking and Listening Standards 6-12Writing Standards 6-12

Introduction to the host of Jonathan Bird’s Blue World and Oceanic Research Group


Introductory Lesson: Teacher Resources Contents

Introductory Lesson Summary for TeachersThe above table is only a suggestion as to how to use the resources between afterschool and classroom settings. This lesson contains resources to teach about ocean realms, marine creatures, food webs, boats and scuba diving with an emphasis on learning the terminology related to the topic. Journaling, both narrative and scientific, is included to build communication skills. It is preferred to introduce the concepts and vocabulary to the ELL students in the afterschool program the week before introducing them into the classroom settting. This gives the ELL students the opportunity to become familiar with the terminology of the lesson to be able to better learn the science in the classroom setting. The ELL students will delve deeper into the topic in the afterschool program.

Section Page(s) Afterschool Est. Time Classroom Est. TimeIntroductory Lesson Summary 2Detailed Learning Standard References 2-3Science Notebook Framework 4 X 1.0 hr X 0.5 hrVocabulary with definitions 5-6 X 2.0 hr X 0.5 hrVocabulary Reinforcement Bingo Game 7-8 X 0.5 hr X 0.5 hrVocabulary Word Search: Diver and Boat 9 X 1.0 hr X 10 minMap Location Activity 10 X 0.5 hr X 0.5 hrConnection to Cultures: Proverbs 11-13 X 1.0 hr X 10 minPreviewing Activities 13 X 0.5 hr X 10 minSay Something Response Sentence Starters 14-15 X 2.0 hr X 10 minViewing the Video: Tools of the Trade 16 X 0.5 hr X 0.5 hrQuestions for Tools of the Trade 16-17 X 1.0 hr X 20 minPost-viewing Questions & Writing Prompts 18 X 1.0 hr X 0.5 hrExtending the Lesson: Wonders of the Sea (Optional) 18 X 1.0 hrVocabulary Diagrams: Ocean Creatures, Boat, Diver 19-25 X 3.0 hr X 1.0 hr

TOTAL TIME 15 hours 5 hours

Connections to the Next Generation Science and Common Core Standards Next Generation Science Standards

Ecosystems: Interactions, Energy, and DynamicsHS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capac-ity of ecosystems at different scales. HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consis-tent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Biological Evolution: Unity and DiversityHS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Connections to the Next Generation Science and Common Core Standards (cont’d)Common Core Standards

Language Standards 6-12L.9-10.4 Vocabulary Acquisition and Use - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.d. Verify the preliminary determination of the meaning of a word or phrase

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

Reading Standards for Literature 6-12RL.9-10.4 Craft and Structure - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Reading Standards for Informational Text 6-12RI.9-10.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Speaking and Listening Standards 6-12SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Writing Standards 6-12W.9-10.2 Text Types and Purposes - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.9-10.7 Research to Build and Present Knowledge - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. a. Explore topics dealing with different cultures and world viewpoints.W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-10.10 - Range of Writing -Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



Unit:______________________________ Investigation/Part_____________________________________

Idea:_____________________________________________________________________________________

(1) PLANNING THE INVESTIGATION:Focus Question (Teacher provided or student generated? Write in or glue in?)Prediction (Whole group oral or written in notebook? I think/predict that_________ because _______)Planning (What should be changed? What should be kept the same? How will differences be measured? Teacher given? Written on board? Glue in sheet? Student generated?)

(2) DATA ACQUISITION & ORGANIZATION:Data Collection Methods (How will students record data? Drawings, charts & tables, artifacts, graphs & organizers)Data obtained (What is the expected outcome of the observations?)Data display (Data re-organization, graphic organizers)

(3) MAKING MEANING:Discussion/analysis Conference: Science Talk (Class graphic organizer, thinking maps, sharing data, claims and evidence as a whole group)Claims & Evidence listing:

Claim Evidence(I claim that...) (I know this because...)

Conclusion (Sentence Frames and Prompts to scaffold answering the focus question: How do claims and evidence related to the big idea? Were predictions supported by the evidence?)

(4) REFLECTION & SELF-ASSESSMENT:Line of learning (What did you learn that was new?)Reflection/Self-reflection (At first thought...now I think...I still need help understanding)Next Step Strategies (Re-teaching strategies)

Reference: Bay Area Science Project/Lawrence Hall of Science - 2010

SCIENCE NOTEBOOK FRAMEWORK

Directions: Find a picture or a synonym (similar word) for each of the Scientific Vocabulary words. Use a dictionary, thesaurus, internet, or any other resource available to you.

Scientific VocabularyHYPOTHESIS - a tentative assumption made in order to draw out and test its logical or empirical consequences THEORY - an idea that is suggested or presented as possibly true but that is not known or proven to be trueDISCOVERY - the act of finding or learning something for the first timeRESEARCH - careful study that is done to find and report new knowledge about somethingEXPEDITION - a journey especially by a group of people for a specific purpose (such as to explore a distant place or to do research)INVESTIGATE -to try to find out the facts about (something, such as a crime or an accident) in order to learn how it happened, who did it, etc.GATHER - to choose and collect (things)FIRSTHAND - coming directly from actually experiencing or seeing somethingPROOF - something which shows that something else is true or correctEQUIPMENT - supplies or tools needed for a special purposeTEST - a critical examination, observation, or evaluationAPPARATUS - a tool or piece of equipment used for specific activitiesGEAR - supplies, tools, or clothes needed for a special purposeATTEMPT - to try to do (something) : to try to accomplish or complete (something)GUESS - to give an answer about something when you do not know much or anything about it

Ocean VocabularyCOAST - the land along or near a sea or oceanCOASTAL OCEAN - The coastal ocean is the portion of the global ocean where physical, biological and biogeochemical processes are directly affected by land. INTERTIDAL ZONE - the area of the shore that is between the low point and the high point of the tidePELAGIC - of, relating to, or living or occurring in the open seaBENTHIC -of, relating to, or occurring at the bottom of a body of waterCONTINENTAL SHELF - the part of a continent that lies under the ocean and slopes down to the ocean floorSUNLIGHT ZONE (PHOTIC ZONE)- the upper layer of a body of water delineated by the depth to which enough sunlight can penetrate to permit photosynthesis.HYDROTHERMAL VENTS - a fissure in the ocean floor from which mineral-rich superheated water issuesPHOTOSYNTHESIS - the process by which a green plant turns water and carbon dioxide into food when the plant is exposed to lightCURRENT - a continuous movement of water or air in the same direction

Boat VocabularyBOW - the front part of a boat or shipSTERN - the back part of a boat or shipSTARBOARD - the side of a ship or aircraft that is on the right when you are looking toward the frontPORT - the side of a ship or aircraft that is on the left when you are looking toward the frontBRIDGE - the place on a ship where the ship is steeredGALLEY - the kitchen of a ship or airplane

VOCABULARY Introductory Lesson: Teacher Answer Key


VOCABULARY Introductory Lesson: Teacher Answer Key (continued)Scuba Vocabulary

SCUBA DIVING - a sport or activity in which you swim underwater using an air tank and a special breathing machine that you strap on your bodySNORKEL - a special tube that makes it possible to breathe while you are swimming with your head underwaterMASK - a covering used to protect your face or cover your mouthBUOYANCY COMPENSATOR - an inflatable vest used to control one’s buoyancy underwater or to rest at the surfaceFINS - a thin flat part that sticks out from the body of a fish and is used in moving or guiding the fish through waterREGULATOR - a device for controlling the level or amount of something (such as speed or pressure)DRY SUIT - A dry suit is used in cold water and provides thermal insulation and prevents water from entering the suit.WETSUIT - a piece of clothing that is made of rubber and that is worn by swimmers, divers, etc., when they are in cold water in order to keep their bodies warmTANK - a container for holding a liquid or gasWEIGHTS - a heavy object that is used to press something down or to or hold something in placeCHAIN MAIL SUIT - a kind of protective clothing (called armor) that is made up of many tiny metal rings that are linked together and that was worn by knights and soldiers in the Middle Ages and is also used to protect against shark bitesDIVE COMPUTER - A dive computer, is a device used by an underwater diver to measure the time and depth of a dive so that a safe ascent profile can be calculated and displayed so that the diver can avoid decompression sickness.

Ocean Creatures VocabularySEA TURTLE - a type of large turtle that lives in the sea MANTA RAY - extremely large rays that are widely distributed in warm seas and have enlarged pectoral fins resembling wings ANTHIAS - A genus of brilliantly colored fishes found in warm seasWHALE - an often very large animal that lives in the ocean and that is a mammal rather than a fishJELLY FISH - a free-swimming marine animal with a nearly transparent saucer-shaped body and extensible tentacles studded with stinging cells called nematocystsSHARK -Sharks are a group of fish characterized by a cartilaginous skeleton, five to seven gill slits on the sides of the head, and pectoral fins that are not fused to the head.DOLPHIN - any of various small marine toothed whales (family Delphinidae) with the snout more or less elongated into a beak and the neck vertebrae partially fusedSHRIMP - any of numerous mostly small and marine crustaceans having a slender elongated body, a compressed abdomen, and a long spiny rostrum and including some that are commercially important as foodCLEANER WRASSE - any of a large family of elongate usually brilliantly colored marine bony fishes that usually bury themselves in sand at night and include important food fishes as well as a number of popular aquarium fishes; some eat parasites off other fishPIPEFISH - any of various fishes that are related to the sea horses and have a tube-shaped snout and a long slender body covered with bony platesSEAHORSE - a small fish that has a head that looks like a horse’s head and that swims with its head above its body and tailOCTOPUS - cephalopod mollusks that have eight muscular arms equipped with two rows of suckersBARRACUDA - a kind of fierce tropical fish that has strong jaws and sharp teethCORAL REEF - a ridge of rock in the sea formed by the growth and deposit of coral.SPONGE - a marine invertebrate animal filter feeder with an internal skeleton that is able when wetted to absorb waterSHELL -a hard rigid usually largely calcareous covering or support of an animalSEA STAR - any of a class of echinoderms that have a body of usually five arms radially arranged about a central disk and feed largely on mollusksCRAB - a sea animal that has a hard shell, eight legs, and two large clawsHERMIT CRAB - a type of crab that lives in the empty shell of another animal



Vocabulary Bingo: Introductory Lesson - Scientific and Ocean Vocabulary• Write one word from the list below in each of the 25 boxes in whatever sequence you desire. Do not repeat words, and do not leave any spaces blank.• The instructor will read definitions in sequence. Place the number of the definition in the box with the associated term. When you have five in a row, shout, “Bingo!”

a. COAST b. BENTHICc. PROOFd. GEARe. TESTf. CURRENT

m. RESEARCHn. EXPEDITIONo. EQUIPMENTp. GATHER q. PELAGICr. ATTEMPT

s. CONTINENTAL SHELFt. INTERTIDAL ZONEu. HYDROTHERMAL VENTSv. COASTAL OCEANw. PHOTOSYNTHESISx. FIRSTHANDy. SUNLIGHT ZONE (PHOTIC ZONE)

g. HYPOTHESISh. THEORYi. DISCOVERYj. APPARATUSk. GUESSl. INVESTIGATE


Vocabulary Bingo: Introductory Lesson - Definitions

1. HYPOTHESIS - a tentative assumption made in order to draw out and test its logical or empirical consequences 2. INVESTIGATE -to try to find out the facts about (something, such as a crime or an accident) in order to learn how it

happened, who did it, etc.3. GATHER - to choose and collect (things)4. FIRSTHAND - coming directly from actually experiencing or seeing something 5. INTERTIDAL ZONE - the area of the shore that is between the low point and the high point of the tide6. PELAGIC - of, relating to, or living or occurring in the open sea7. BENTHIC -of, relating to, or occurring at the bottom of a body of water8. CONTINENTAL SHELF - the part of a continent that lies under the ocean and slopes down to the ocean floor9. THEORY - an idea that is suggested or presented as possibly true but that is not known or proven to be true10. DISCOVERY - the act of finding or learning something for the first time11. RESEARCH - careful study that is done to find and report new knowledge about something12. EXPEDITION - a journey especially by a group of people for a specific purpose (such as to explore a distant place or

to do research)13. SUNLIGHT ZONE (PHOTIC ZONE)- the upper layer of a body of water delineated by the depth to which enough

sunlight can penetrate to permit photosynthesis.14. HYDROTHERMAL VENTS - a fissure in the ocean floor from which mineral-rich superheated water issues15. PHOTOSYNTHESIS - the process by which a green plant turns water and carbon dioxide into food when the plant is

exposed to light16. CURRENT - a continuous movement of water or air in the same direction17. PROOF - something which shows that something else is true or correct18. EQUIPMENT - supplies or tools needed for a special purpose19. TEST - a critical examination, observation, or evaluation20. APPARATUS - a tool or piece of equipment used for specific activities21. GEAR - supplies, tools, or clothes needed for a special purpose22. GUESS - to give an answer about something when you do not know much or anything about it23. COAST - the land along or near a sea or ocean24. COASTAL OCEAN - The coastal ocean is the portion of the global ocean where physical, biological and

biogeochemical processes are directly affected by land.25. ATTEMPT - to try to do (something) : to try to accomplish or complete (something)

BOW PORT BRIDGE REGULATOR BUOYANCY COMPENSATOR SCUBA DIVINGCHAIN MAIL SUIT SNORKELDIVE COMPUTER STARBOARD DRY SUIT STERNFINS TANKGALLEY WEIGHTSMASK WET SUIT

Word Search: Diver and Boat Vocabulary


Map Activity

Label the following bodies of water. Do as many as you can, then compare your answers to your classmates or a map. Pacific Ocean, Atlantic Ocean, Southern Ocean, Artic Ocean, Indian Ocean, Coral Sea, Tasman Sea, Gulf of Mexico, Caribbean Sea, Mediterranean Sea, Red Sea, Arabian Sea, Hudson Bay, Bering Strait, Nile River, St. Lawrence River



Connection To Cultures: Water ProverbsArabian Proverb: - If you are a friend of the captain, you can wipe your hands on the sail.

African Proverbs: - Where water is the boss, there must the land obey. - Smooth seas do not make skillful sailors.

Armenian Proverbs: - The water in which one drowns is always an ocean. - When asked, “What news from the sea?” The fish replied “I have a lot to say, but my mouth is full of water.”Breton Proverb: - No matter how treacherous is the sea, a woman will always be more so.

Bulgarian Proverb: - If you want to drown yourself, don’t torture yourself with shallow water.

Cambodian Proverb: -The boat sails by, the shore remains.

Congolese Proverb: - Don’t buy a boat that is under water.

Corsican Proverbs: - Every source flows to the sea. - Seamen learn to get to know each other during a storm.

Creole Proverb: - The sea breeze blows the pelican where he wants to go.

Czech Proverb: - All rivers do their best for the sea.

Chinese Proverbs: - Raise your sail one foot and you get ten feet of wind. - Big ships often sail on big debts. - Don’t build a new ship out of old wood. - If rain bothers you, you can always jump into the sea. - No matter how big the sea may be, sometimes two ships meet. - One foot cannot stand on two boats. - The heart is but the beach beside the sea that is the world. - The water that a ship sails on is the same water that swallows it up. - There are people that fish and those who just disturb the water. - Though all rivers flow into it, the sea never overflows. - Water can do without fishes, fishes cannot do without water. - When a large vessel has opened a way it is easy for a small one to follow. - Whenever the water rises, the boat will rise too. - Why jump in the water before the ship turns over. - You can’t load a small boat with heavy cargo

Danish Proverbs: - Don’t sail out farther than you can row back. - It is too late to learn to swim when the water is up to your lips. - A man without money is like a ship without sails. - A ship on the beach is a lighthouse to the sea. - Better lose the anchor than the whole ship. - Better poor on land than rich at sea. - He that is embarked with the devil must sail with him. - The best pilots are ashore.


Connection To Cultures: Water Proverbs (continued)English Proverbs: - Worse things happen at sea. - Make not your sail too big for your ballast. - The ship that will not obey the helm will have to obey the rocks.

Estonian Proverb: - The new boat will find the old stones.

French Proverb: - If the seawater were hotter we could catch boiled fish.

German Proverbs: - God will help a seaman in a storm but the pilot must still remain at the wheel. - It is good to swim near a boat.

Ghanaian Proverbs: - The surface of the water is beautiful, but it is no good to sleep on. - It is the calm and silent water that drowns a man.

Greek Proverbs: - If you cannot catch a fish, do not blame the sea. - Where there is a sea there are pirates. - Women are as changeable as the sea. - You know who the good seamen are when the storm comes.

Hungarian Proverb: - He who wants to go fishing must not be afraid of the water.

Icelandic Proverb: - You can’t complain about the sea if you suffer shipwreck for the second time.

Indian Proverbs: - All the water in the sea doesn’t even reach the knees of the man who fears not death. - Don’t bargain for fish which are still in the water. - Follow the river and you will get to the sea.

Indonesian Proverb: - The sea becomes the shore, the shore becomes the sea.

Irish Proverbs: - Nodding the head does not row the boat. - There are finer fish in the sea than have ever been caught.

Italian Proverbs: - After the ship has sunk, everyone knows how she might have been saved. - One should learn to sail in all winds.

Japanese Proverbs: - Fear blows wind into your sails. - If you are in a boat you are more afraid of fire than you are of water. - One cannot scoop up the ocean with a sea shell. - Too many hands will row the boat up a mountain. - Where there is fish, there is water.

Latin Proverbs: - Each man makes his own shipwreck. - No man can swim ashore and carry his baggage with him. - He who is not lucky, let him not go to sea.

Malawian Proverb: - Though near shore, you’re still in the ocean.

New Zealand Proverb: - The prudent embark when the sea is calm -- the rash when it’s stormy.


Connection To Cultures: Water Proverbs (continued)Norwegian Proverb: - There is no wind that blows right for the sailor who doesn’t know where the harbor is.

Palestinian Proverb: - Do good and throw it in the sea.

Russian Proverbs: - A boat stands firmer with two anchors. - Not everything is a mermaid that dives into the water. - Once you have fallen into the water, you’re not scared of water any more. - Pray to God but continue to row to the shore.

Scottish Proverb: - Waves will rise on silent water.

Somali Proverb: - In the ocean, one does not need to sow water.

Swedish Proverb: - When the sea is calm, every ship has a good captain.

Turkish Proverbs: - A ship with two captains sinks. - The sea never buys fish.

Ugandan Proverb: - Familiarity is like the sea that kills the fisherman.

Preview Discussion Prompts: 1. Has anyone ever been near an ocean? Or a large body of water? Was it salt water or fresh water? 2. Is there anyone who has ever swum in the ocean? How did it feel? 3. Has anyone ever ridden on a boat? 4. Has anyone ever seen any animals in or near the ocean? What were they? 5. What are some adjectives to describe the ocean? 6. Does anyone have a proverb or a saying that people repeat about the sea?

Speaking: Read or display the list of different cultural proverbs about the ocean and boating. Ask the students to read them and tell of any that they are familiar with, or know a similar proverb.

Writing: 1. Write in your journal about the first time or a memorable time you were near/saw the ocean. Your Nar-rative should have adjectives and adverbs. Use time order words to show chronological order. 2. Make a list of possible obstacles/problems a diver might encounter when in the ocean.

Reading: “A Lesson from the Sea” by Walker Meade in the Chicken Soup for the Ocean Lover’s Soul found at http://www.chickensoup.com/book-story/51954/a-lesson-from-the-seaDiscuss the reading using the Say Something Critical Response Sentence Starters

Previewing Activities


Say Something Critical Response Sentence Starters

Relate it to something This reminds me of …This part is like…I read something about this…The same thing happened to (me, my friend, my family)…Compared to ________, this is better/worse…

Make a Comment I noticed that…I like the part where…/ I didn’t like this part…This is hard because…This is confusing because…The author’s language choice was interesting...

Ask a Question Why did…?How can they…What does this part mean?I wonder…

Clarify Something Now I understand this…This part makes sense now because…At first I thought… but now I think…What the author is really saying is…

Ask a Question Why did…?How can they…What does this part mean?I wonder…

Summarize In this part (fill in the details)…The main idea is… the details are…Another good title for this text would be…The point he/she is trying to make...


Say SomethingName: ________________________________

Read the text with the group. Write down your comments and the comments of other members of your group. Remember that everyone has to Say Something.

Text: ______________________________________________________Speaker’s Name: What they said about the text...1.

2.

3.

4.

5.

Summary statement about the text: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Viewing the Video: Introduction to Scuba - Tools of the TradeThere are 9 webisodes explaining various parts of the gear needed to scuba dive. The order in which the Tools of the Trade webisodes are viewed is flexible. The Introduction to Scuba should be viewed first, but then any order is acceptable. Each webisode has a few questions for the students to answer to ensure comprehension. It is suggested to have the students view these webisodes and study the Diver Vocabulary at the same time, for maximum understanding. They are all available at: http://www.blueworldtv.com/webisodes/extras

1. Introduction to Scuba (47s)2. Tools of the Trade: Fins (2min 22s)3. Tools of the Trade: Masks (2min 35s)4. Tools of the Trade: Computers (1min 55s)5. Tools of the Trade: Regulator (2min 31s) and Double hose regulator (2min 4s5) (2 webisodes) 6. Tools of the Trade: Buoyancy Compensator (BCs) (2min 16s)7. Tools of the Trade: Wet Suits (2min 19s)8. Tools of the Trade: Dry Suits (2min 35s)

Questions for Tools of the TradeTOOLS OF THE TRADE: Fins1. Why do divers wear fins? 2. Jonathan says that all fins “all do essentially the same thing”. But he shows 3 variations of fins. What are the three types of fins and how do they work?3. Which type of fin is Jonathan’s favorite? 4. Name the two reasons Jonathan likes this type of fin best.5. Google different types of fins. Find one that you think has the best design. Sketch a picture of the fin you believe has the best design. Describe in 10 sentences the advantages of the fin you chose. 6. Research what material is used for fins. Are they all made out of the same material? If not, which material do you think would be best for a fin and give the reason why.

TOOLS OF THE TRADE: Masks1. How does Jonathan explain how to test a mask to see if it fits? 2. Jonathan has two favorite masks. When does he wear the black one? Why? 3. When does he wear the light mask? Why? 4. What process does Jonathan demonstrate at the end of the webisode? Does it look difficult or easy to you? Why?

TOOLS OF THE TRADE: Dive Computers1. What are the two most important safety rules for scuba diving?

a. b.

2. When a diver goes down into the water, what goes into their blood? 3. When a diver comes to the surface, what happens? 4. What is a “back up” plan? 5. What is Jonathan’s “back up”? 6. Why do you think Jonathan says he is “Old School” and needs a “back up”? 7. Have you ever had an experience with a computer that does not work? When it did not work, were you in danger of dying? 8. If a diver rises to the surface too fast, what does Jonathan call that?


Questions for Tools of the Trade (continued)TOOLS OF THE TRADE: Regulator and Double Hose Regulator REGULATOR1. Jonathan explains that there are two stages that the air goes through before it enters your body. What does the first stage, the intermediate stage, do? What does the second stage, the ambient stage, do? 2. When Jonathan is on the dock what pressure does the regulator give him? 3. What is the P.S.I. measurement of the scuba tank? Is that full or empty? 4. What type of scuba tank is on the dock? 5. Research: What does the acronym P.S.I. stand for? 6. Research: How does the air get into the tank? 7. Research: How does the air get measured?

DOUBLE HOSE REGULATOR1. Jonathan said that single hose regulators are more common. He gives three reasons why they are more popular. State the three reasons. 2. When was the double hose regulator invented? 3. Name three ways that is has been updated and/or modernized. 4. Why does Jonathan prefer the double hose regulator?

TOOLS OF THE TRADE:Buoyancy Compensator (BC)1. There are three jobs the buoyancy compensator or BC does. What are they?

a. b. c.

2. How do you wear a BC? (you probably have one for school)3. Why would a diver inflate it? 4. Why does Jonathan throw it into the water?

TOOLS OF THE TRADE: Wet suits 1. Jonathan explains that in a wet suit, you still get wet, but you stay warm. What is the wet suit made out of? And how does it keep you warm? 2. What do divers need when they are wearing a wet suit to help them not to float on the top of the water? 3. How many different thicknesses of wet suits does Jonathan have? When the water is too cold for the thickest wet suit, what does he wear? 4. What is Jonathan’s favorite brand of wet suit? Why? Do you think he has a good reason to choose his favorite wet suit?

TOOLS OF THE TRADE: Dry Suits1. What two parts of the body still get wet with a dry suit? 2. Where does the dry suit have elastic bands to keep the water out? 3. Jonathan compares the zippers to the same type that they have on an astronaut’s space suit. Why do you think they have similar zippers? 4. When you descend into the water, what happens to you?5. What does the dry suit have to help with this? 6. When a diver floats to the surface, the air in the dry suit expands, so there is a valve to release the air. Where is the valve on the dry suit?


Post Viewing Questions & Writing PromptsWriting:

1. Choose one of the tools that Jonathan introduced and research how it works. Write an explanation of the process and how it works with order words. Make an illustration to accompany your process paragraph. 2. Which scuba tool do you think is the most important? Why?

Discussion Prompts: 1. After viewing all the Tools of the Trade equipment webisodes, would you like to go scuba diving? Why or why not? 2. Does anyone know the difference between scuba diving and snorkeling? What are the similarities? 3. What would you want to see the most if you went scuba diving? 4. What would you want to see the least if you went scuba diving?

Extending the Lesson: Wonders of the Sea

Wonders of the Seas is (http://www.oceanicresearch.org/education/wonders/lesson.html) provides students with lessons in the biology of different kinds of marine animals and environments. These web pages can be used for additional student reading and research after learning the vocabulary and diagrams. One option is for students to present to other students WITHOUT saying the name of the creature and see if the other students can guess what they are talking about or simply give a straight presentation.


Ocean Creatures Diagram


Ocean Creatures Diagram: Answer Key


Scuba Diver Diagram


Scuba Diver Diagram: Answer Key

Fins

Compensator


Ocean Realms Diagram

Continental Shelf

Intertidal Zone

High Tide

Low Tide

Benthic Zone

Sunlight Zone (Photic Zone)

200m

1000m to4000m

Twilight

No light

6000 to10,000m

Pelagic Zone


Boat Diagram


Boat Diagram: Answer Key

diving into stem with oceanic research group secondary ... intro... · questions for tools of the...

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