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LessON 2 Into the Deep
Lesson at a Glance Students pose questions about the ocean floor and make a prediction about what they think the ocean floor might look like and the kinds of Earth materials that make up the ocean floor. They learn about the continental slope, continental rise, abyssal plain, mid ocean ridge, trench and much more.
Lesson Duration Two 45-minute periods
Essential Question(s) What would the world look like if all the water were drained out?
Key Concepts
- Each ocean has specific and unique features. In the Pacific Ocean, the largest ocean, the Hawaiian Islands and the Northwest Hawaiian Islands form distinctive geographic features.
- An ocean basin’s size, shape, and features (such as, trenches, mid-ocean ridges, abyssal plains) vary due to the movement of Earth’s crust.
Instructional Objectives
- I can read and understand a simple bathymetric map (underwater map).
Related HCPSIII Benchmark(s):
Social Studies: SS 4.7. Collect, organize, and analyze data to interpret and construct geographic representations.
Science: SC 4.1.1 Describe a testable hypothesis and an experimental procedure.
Assessment Tools
Benchmark Rubric:
Assessment/Evidence Pieces
- Student Worksheet: Into the Deep
Materials Needed
Teacher Class Group Student Method to project PowerPoint
- Copy of Features of the Ocean Floor for student reference.
- Computer and projector - Small whiteboard - Dry erase marker - eraser - Student Worksheet: Into the Deep - Student Worksheet: Features of the Ocean Floor - Student Worksheet: Blank World Feature map for labeling
Topic World In Spatial Terms Benchmark SS.4.7. Collect, organize, and analyze data to interpret and construct geographic representations Rubric Advanced Proficient Partially Proficient Novice Collect, organize, and analyze data to interpret and construct geographic representations, with accuracy
Collect, organize, and analyze data to interpret and construct geographic representations, with no significant errors
Collect, organize, and analyze data to interpret and construct geographic representations, with a few significant errors
Collect, organize, and analyze data to interpret and construct geographic representations, with many significant errors
Topic Scientific Inquiry Benchmark SC.4.1. Describe a testable hypothesis and an experimental procedure Rubric Advanced Proficient Partially Proficient Novice Create a testable hypothesis and an experimental procedure to test it
Describe a testable hypothesis and an experimental procedure
Identify, with assistance, a testable hypothesis and an experimental procedure
Recognize, with assistance, a testable hypothesis or an experimental procedure
Lesson Plan
Lesson Preparation
- Make copies of the Student Worksheet Into the Deep and Features of the Ocean Floor , one per student. - Preview PowerPoint Ocean’s Draining and Map Game , make arrangements to project them. - Preview an interview with John Wiltshire of NOAA's Hawai‘i Undersea Research Laboratory (HURL) regarding another technology used to explore undersea environments at http://www.Earthsky.org/ interviewpost/water/john-wiltshires-undersea-laboratory-explores-expanding-Hawai‘i - Preview the interactive piece Ocean Geography and Geology to be completed at the end of Step III.
I. Teaching the Lesson A. Begin the lesson by telling the students that they are going to take an imaginary dive into the deep, dark depths of the ocean.
- Engage students in a conversation about forming a hypothesis. i. What is a hypothesis? ii. What is the role of the hypothesis in a scientific investigation? iii. What is the difference between a hypothesis and a procedure?
- Distribute the student worksheet, Into the Deep.
- Ask students to think of questions they have concerning the deep ocean, and to record their questions in their worksheet. Model the idea of posing a question and forming a testable hypothesis using starters such as: If the water were to drain from the ocean basin, then what would be left would be .... , because…. During this quiet journey to the depths, students will sketch in their journal a picture of what they think the ocean depths may look like.
- After 10–15 minutes of quiet reflecting and sketching, have students share their sketches.
B. Show PowerPoint Ocean’s Draining. Now that students have had a chance to see what the Earth looks like with no ocean water pass out the Student Worksheet, Features of the Ocean Floor. Have students spend a few moments to review the picture. Go over the vocabulary on page 2 of the worksheet with them.
II. Map Game A. Show the first several slides of PowerPoint Map Game. This will help introduce the vocabulary topographic map and bathymetric map , and show an example of each.
B. The PowerPoint will be part of the game, instructions and quiz questions are provided within. Divide the class into 4-6 teams, depending on the number of small whiteboards available to the class. Distribute to each team: one white board, one dry erase marker, an eraser. Students may use paper if whiteboards are not available.
- Quiz questions are listed in the slide notes section of the PowerPoint. These questions pertain to topographic maps, bathymetric maps, ocean floor features, and importance of ocean covering so much of the Earth.
- Each group will write their answer on the white board and hold it up for the teacher to see.
- The first group to answer correctly receives a point.
- The group with the most points at the end is the winning group.
III. The Ocean Floor A. Have students revisit their hypothetical drawing they did at the beginning of this activity by completing the second page of the Student Worksheet: Into the Deep. Using the Features of the Ocean Floor and the other maps, have students compare to their drawings. Have students do a new revised drawing based on what they have learned. Use the following guiding questions to stimulate discussion or have students do a writing exercise about what they have learned:
- Were you surprised that the ocean floor is not flat?
- What are your biggest “ah-ha’s” about the ocean floor?
- How is your drawing different/same as what you saw?
- What kind of underwater features were the Hawaiian Islands before they broke through the ocean’s surface?
- Based on what you learned, what are your wonderings about the ocean floor?
B. In order to reinforce the student learning have the class work in pairs on the computer using the Ocean Geography and Geology Interactive Game.
LessON 2 Into the Deep - Page 1
Imagine that you are taking a journey to the bottom of the ocean. Try to answer the following question:
- If the water were drained out of the ocean, what would it look like? Form your hypothesis stated as an If… then… because statement.
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- Draw a picture of what you think the bottom of the ocean might look like:
LessON 2 Into the Deep - Page 2
- Based on what I have learned, I now think the bottom of the ocean will look like…
- Explain what you learned about the bottom of the ocean. Was your hypothesis supported? Why or why not?
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LessON 2 Features of the ocean floor - Page 2
Student Vocabulary
abyss: the bottom of the deep ocean below the continental shelf, usually deeper than 13,000 feet (4,000 meters).
abyssal plain: very deep, fl at ocean floor covered with a thin layer of sediment.
continental rise: the gently inclined region of ocean floor between the base of the continental slope and the abyssal plain.
continental shelf: the zone bordering a continent, extending from the line of permanent underwater immersion to the depth at which there is a marked or rather steep descent to the great depths.
continental slope: the steep incline between the continental shelf and the abyssal zone.
guyot: submerged, fl at-topped seamount.
hot spots: fi xed areas of isolated volcanic activity usually found under continents and ocean basins, in the center of plates, and at the mid-ocean ridges.
mid-ocean ridge: a chain of undersea mountains in every ocean that circles the Earth like the seam of a baseball for nearly 37,000 miles (59,545 kilometers).
seamount: a volcanic peak or mountain that is underwater.
sediment: debris deposited on the ocean floor.
submarine canyon: a deep, underwater valley sliced into the continental margin.
trench: narrow deep cuts in the ocean floor.
