Communicating Ocean Communicating Ocean Sciences to Informal Sciences to Informal Audiences (COSIA)Audiences (COSIA)

Session 4Session 4Designing an Designing an Activity Activity

What most surprised you about the responses What most surprised you about the responses people gave to your survey questions? people gave to your survey questions?

How might that affect what you are planning How might that affect what you are planning for your activity?for your activity?

Quick WriteQuick Write

Describe an interaction with a visitor that you Describe an interaction with a visitor that you feel went well. What did you do, and what was feel went well. What did you do, and what was your evidence that it went well? your evidence that it went well?

What is something you that you feel did not What is something you that you feel did not go well, and what makes you think that?go well, and what makes you think that?

What questions or concerns do you have that What questions or concerns do you have that you would like some feedback from the class you would like some feedback from the class about?about?

Sharing Presentation Sharing Presentation ExperiencesExperiences

Designing Your ActivityDesigning Your Activity

Exemplar Activities

What are the key characteristics of: The activities The facilitator’s implementation

As you rotate, note…

What is the goal of the activity and/or concepts addressed?

What did the facilitator do to engage you in the activity?

What particular aspects of the activity made it effective?

Questions to Consider

What do you want the visitors to learn and experience? (I.e. your goals and concepts)

How will you get learners interested in participating in your activity?

How will you find out what the learners already know?

What kinds of things will the learners actually do while engaging in the activity?

What will you do as a facilitator to help them come to an understanding of the concept?

Peer Review of Activity Ideas

Keep Key Characteristics in mind and note which ones have been incorporated into activities

How can you change and improve your activity to incorporate more of the Key Characteristics?

Debriefing What was difficult about this? What caused you to think the hardest? What did you need more information

about? Are there any areas of confusion or

concern? Was this helpful? In what ways?

http://oceanexplorer.noaa.gov/gallery/livingocean/livingocean_seafloor.html#Anchor-Photos-37945

I mean, if you really can call this living

Wk 4. Life in the deep sea (Castro and Huber Ch. 16)

A. The open ocean zonesB. Challenges to life and adaptationsC. Hydrothermal vents and cold seeps

I. Ocean layers (by light)

Pelagic zone: realm of open water

Benthic zone: ocean bottom

General terms

I. Ocean layers (by depth)

http://www.seasky.org/deep-sea/ocean-layers.html

B. What are some challenges to life in the deep?

Think-Pair-Share:What adaptations can mesopelagic and deep-sea creatures have to deal with these challenges?

C. Life at hydrothermal vents and cold seeps

The Blue Planet (The Deep) 38 min Alvin entering rift in mid-ocean ridge. Hmm.

1. history of discovery2. chemistry at rift vents3. chemosynthesis4. cold seeps

Life down here mostly consumers and detritovores (recyclers of detritus).No sunlight, no photosynthesis…. but does that mean no primary production???

1. History of discovery: mid-ocean ridge off of Galápagos Islands (1976-77)

The Blue Planet (The Deep) 38 min

Giant tube worms 10-13 feet! Blind white crabs! Foot-long clams! 6 inch mussels!

Towering chimneys up to 20 meters high, 1 meter wide. Named “ black smokers” because of precipitating sulfides.

2. Different chemistry at rift vents

350°C water dissolves minerals from basalt

Some minerals condense to form chimney

Inorganic sulfides precipitate out like smoke:“black smoker”

Bacteria use H2S for energy

Garrison Fig 16.20

3. Chemosynthesis (an alternate way for primary production)

The synthesis of organic compounds from inorganic compounds using energy stored in inorganic substances such as sulfur, ammonia, hydrogen. Energy is released when these substances are oxidzied by certain organisms.

Garrison Fig 13.4

4. Cold seeps

Less dramatic, probably more widespreadHypersaline water rich in minerals, H2S, sometimes CH4 emerge at near-ambient temperaturesMats of chemosynthetic bacteria formBivalve molluscs, pogonophoran worms, sponges.

HomeworkHomeworkOnline discussion

Reading: Roschelle, J. (1995). Learning in interactive

environments: Prior knowledge and new experience, in J. H. Falk & L. D. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda (pp. 37-51). Washington, DC: American Association of Museums.

Seaweeds reading from textbook pp. 102-109, 111

Activity Development:Activity Design Starter to be completed and turned in next week.