Educators' Corner

Students define and describe methane hydrate ice worms and hydrate shrimp. Students infer how methane hydrate ice worms and hydrate shrimp obtain their food. Students infer how methane hydrate ice worms and hydrate shrimp may interact with other species in the biological communities of which they are part. Students build a methane hydrate molecule.

Learn how scientists collect field data by being a scientist yourself! By studying a specific ecosystem, students learn how different scientists work together, what kinds of data scientists record, and experience the scientific process through observation and data collection.

Students describe human arm motion, design/construct mechanical arm model that biomimics human arms. Students describe simple machine aspects of their mechanical arm models. Students define mechanical advantage and discuss the importance of its use in robotic arm design. Students will describe four common robotic arm designs that biomimic human arm motion.

Through a case study and related activities, students learn where coral reefs are found and what conditions are necessary for their survival.

Students will use and describe how a variety of objects provide metaphors for why climate change is occurring and the impacts resulting from it. Students will demonstrate the ability to interpret metaphors, describe the factors contributing to climate change and make connections between human behavior and environmental changes.

Students analyze maps of shipping lanes and whale sightings to devise a new shipping lane through the Stellwagon Bank National Marine Sanctuary to minimize ship strikes on whales.

In this two-part lesson, students will compare and contrast the adaptive strategies of branching coral and mounding coral through participation in an interactive PowerPoint and a hands-on lab activity. Students complete a note-taking guide during the PowerPoint that provides background information to be used during the lab. In the lab activity, teams of 4 students construct different corals out of paper and test the design stability against physical disturbance.

This lesson introduces the idea of interrelationships among organisms and how these could help them persist in a coral reef ecosystem. Students will learn about symbiotic relationships, with mutualism among coral and zooxanthellae as the model organisms in the first lesson and then moving on to parasitism and mutualism. Topics include the transfer of energy and matter through the processes of photosynthesis and respiration. These concepts are approached through the marine environment, rather than the terrestrial environment, which allows most students to take a step out of their comfort zone. Teaching these concepts with examples from the coral reef ecosystem is also a great way to incorporate ocean literacy into the classroom.

This lesson works well as an introduction or review of these processes. Please implement additional classroom activities that will complement the concepts discussed in this unit. This unit was written primarily for seventh graders, but adjustments can be made to fit any grade level.

Students will be able to describe galvanic exchange and explain how this process produces electric currents. Given two dissimilar metals and information on their position in an Electromotive Series, students will be able to predict which of the metals will deteriorate if they are placed in a salt solution. Students will also be able to describe the effect of electric currents on the availability of metal ions, and how this might contribute to the growth of corals on shipwrecks.

Students compare and contrast the various methods (chemiluminescence, bioluminescence, fluorescence, phosphorescence, triboluminescence) of light-production in deep-sea organisms. Students infer the light-producing process that is responsible for light emission based on observations of an ecosystem.