Teacher's Guide: After the Mission

How to Participate

• Overview
• Webcast schedule
• About Aquarius
• Technical requirements

Teacher's Guide

• Overview
• Student field guide
• Before the mission
• During the mission
• After the mission

More science under the sea

• Marine science on the web

Science Under the Sea is produced by a consortium of organizations including the University of North Carolina and EarthEcho International. Credits

Reflecting on the Aquarius Mission

Assign students one of the four journal prompts in the Field Guide. After writing, group students so that each journal prompt will be discussed in each group. Groups can later report to the class what was discussed.

Alternatively, give students the opportunity to become the teacher as they design their own journal question and ask others in the class to respond. This activity provides teachers with the opportunity to discuss what makes a good "discussion question" and why it is important to consider various viewpoints.

Graffiti Pages

Student groups share questions generated on their Organism and Habitat Field Notes (in the Field Guide). Each group will create a "graffiti page" (a large table sized sheet of paper with thoughts, questions, and sketches scattered around the page). The purpose of the graffiti page is to brainstorm and share thoughts and ideas. Groups should share their graffiti pages with the class once complete.

Aquarius Student Experiment

During the Aquarius mission, scientists will be conducting experiments designed by several eighth grade students from Smith Middle School in Chapel Hill, NC. This opportunity will be available to other students across the state in upcoming years. Use the student experiment to explore the parts of the scientific method.

Hand out the How to Write a Lab Report notes for students to reference while documenting the experiment. Guide students through writing up the experiment using the Experimental Lab Sheet from the Field Guide. Use materials provided on the live dive sessions as a reference. Have students graph the data on the graph paper provided in the Field Guide. Discuss whether data supports the hypothesis.

Materials

• How to Write a Lab Report (PDF)

Vocabulary Crossword

Students complete the crossword in the Field Guide either during class or for homework. This can be used as a pre-reading activity for the upcoming seminar.

Materials

Middle/High School

• Answer Key (PDF)

Elementary School

• Answer Key (PDF)

Paideia Seminar on Coral Reef Human Impact Issues

Readings and seminar questions

Below is a selection of articles focusing on coral reef human impact issues. Articles address similar information at varied reading levels for differentiated learners. Readings are labeled easiest to most difficult by number of fish. Assign a coral reef article to each student with corresponding seminar questions. Suggestion: Pre-attach article and questions to field guide so students can refer to notes and vocabulary while reading. Reading can be given as homework to prepare for the Paideia seminar.

The Coral Reef Crisis

• "The Coral Reef Crisis" (Time Magazine for Kids)
• Seminar questions (PDF)

Coral Reefs and Global Climate Change

• "Coral Reefs & Global Climate Change: Rising tides, temperatures, and costs to reef communities" (PDF) from the International Coral Reef Action Network
• Seminar questions (PDF)

Coral Reefs and Climate Change

• "Coral Reefs & Climate Change: Last Straw for a Threatened Ecosystem" (PDF) from the National Wildlife Federation
• Seminar questions (PDF)

About Coral and Coral Reefs

• "About Coral and Coral Reefs" from Coral Reef Adventure
• Seminar questions (PDF)

Coral Bleaching

• "Coral Bleaching, Coral Mortality, and Global Change" from the U.S. State Department
• Seminar questions (PDF)

Seminar

Have students sit in a circle with their articles and seminar questions. During a Paideia seminar, it is the students' responsibility to discuss the reading, bring their own viewpoints to the discussion, ask questions, and listen to others. It is the responsibility of the teacher to be removed from the circle, take notes on what students say and how often they speak. Teachers should ask questions from the seminar question sheets as the discussion lulls but should refrain from commenting until the seminar is complete. At that point, misconceptions or unanswered questions can be addressed by the teacher if appropriate. More information on Paideia seminars is available here.

• Seminar Rubric (PDF)

Homework: Sharing With Others

Students will share what they learned and discussed during the class seminar and lead a similar discussion with their family at home. Students will have their family complete a graffiti page in their field guide as evidence of their family discussion.

Extension: Sustainable Practices Ad

Students develop themes to promote habitat conservation. This activity (in the Field Guide) provides students with a creative outlet to synthesize their thoughts.

Post-Assessment Quiz

Give students the same quiz they took for the pre-assessment. Afterwards, have students compare pre and post quizzes and reflect on their growth.

• Post-assessment quiz (PDF)

Students As Activists: Extension Projects

The following two projects work together to provide students with opportunities to study their family's household practices as scientists and take local action to preserve coral reefs.

Resource Conservation Experiment

• Overview (PDF)
• Experiment Level 1 Energy Project Lab Sheet (PDF)
• Experiment Level 1 Water Project Lab Sheet (PDF)
• Experimental Lab Sheet Level 2 and 3 (PDF)
• Suggested homework schedule (PDF)

Do It! Project

• Project outline (PDF)