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Overview:
In this lesson, students will become familiar with some of the latest discoveries in ocean research, including hydrothermal vents and historical shipwrecks. They will learn about the work of deep-sea explorer Robert Ballard and hypothesize about what they might find in the ocean. Students will complete their research by creating a "museum" exhibit about ocean exploration and by suggesting questions for future research.
Connections to the Curriculum:
Geography, earth science
Connections to the National Geography Standards:
Standard 7: "The physical processes that shape the patterns of Earth's surface"
Standard 17: "How to apply geography to interpret the past"
Standard 18: "How to apply geography to interpret the present and plan for the future"
Time:
Three hours
Materials Required:
- Computer with Internet access
- Wall map of the world
- Poster board
- Drawing materials
Objectives:
Students will
- research Robert Ballard's discoveries and expeditions;
- hypothesize what they would see in the ocean;
- create museum exhibits that show some of Ballard's discoveries; and
- list questions that should be addressed in future oceanographic research.
Geographic Skills:
Asking Geographic Questions
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Write the word "Exploration" on the board, and have students look at a world map. Ask students to provide examples of expeditions they have heard about, either in the distant past or recently. Then ask them to name the parts of the Earth that they think still have not been explored by people—they might say Antarctica or the Arctic. Tell them that while these areas contain many unexplored regions, the biggest discoveries will likely take place in the oceans.
Write the following terms on the board: "Geology," "Animals," "Plants," and "Human-made Objects." Ask students what types of things in each of these categories they might find in the ocean. List their ideas on the board.
Development:
Introduce students to deep-sea explorer Robert Ballard. Have them look at his picture and biography at these two sites:
National Geographic: Explorers-In-Residence—Robert Ballard
The Hall of Science and Exploration
As they look at these sites, share with them some of the highlights of his career. Make sure to tell them that Ballard led the first expedition to map the ocean floor and explore the Mid-Atlantic Ridge, that he discovered hydrothermal vents, and that he has explored some of the ocean's trenches. He is also the person who located the Titanic.
Ask students to pretend they have been asked to start up a new Ocean Exploration Museum that will highlight some of the Ballard's discoveries, as well as those of other ocean explorers. Students will also propose additional research topics for future ocean explorers. Since Ballard focuses primarily on geology and human-made objects under the ocean's surface, students will focus on those topics as well.
Divide the class into small groups of approximately four students each. Have groups visit the following Web sites to find out about some of the things Ballard has discovered and investigated:
National Geographic: Ballard & The Black Sea—The Search for Noah's Flood
National Geographic: Return to Midway
National Geographic: Titanic—The Real Deal in 3-D
HOW Cold, HOW Dark, HOW Much Pressure?
PBS: NOVA Online—Into the Abyss
Smithsonian: Ocean Planet—A World Worth Our Attention
University of Delaware: Voyage to the Deep
Woods Hole Oceanographic Institution: Dive and Discover
As students go through the sites, ask them to answer the following questions, and remind them that they will be using the information they find to create a museum exhibit:
- What are hydrothermal vents, and where are they located?
- What is an ocean ridge, and where are some of the biggest ridges located?
- What is a trench, and where is the deepest trench located? What is it like in this trench?
- What major shipwrecks has Ballard discovered? Where were they located, and why is each of these ships interesting?
Closing:
Discuss students' answers as a class. What questions arose for the students as they explored the Web sites? What topics would they like to explore further?
Suggested Student Assessment:
Have groups make their Ocean Exploration Museums out of poster board or paper, or in the form of a multimedia presentation. Their museums should consist of two parts: one providing text and illustrations to show the geological and human-made features that Ballard has discovered and explored, and the other listing questions that students think should guide the next major ocean explorations by Ballard or others. This second part should be based on the questions students have come up with after learning about Ballard's discoveries; in other words, what would they like him to find out next about the places he has already explored or about other parts of the ocean?
Extending the Lesson:
- Ask students to write an oceanographic glossary that defines the terms they have learned in this lesson: trench, ocean ridge, hydrothermal vent, black smoker, etc.
- Have students research the equipment that Ballard and other oceanographers use to explore the deep sea. In particular, ask them to find out about the equipment Ballard used to explore the Titanic. Have them draw pictures of Ballard and other scientists using this equipment, and have them write captions describing what the pictures show.
- Have students follow the field reports from Ballard's most recent expedition to the Solomon Islands to search for PT-109. Do they think the boat Ballard found is PT-109?
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