Submarine Explorer

STATUS:Open

Description

Ever wondered what it is like to explore the bottom of the ocean? Now is your chance. Hop in the NOAA submarine through the Ocean Explorer Game!

Play the game HERE


Task

Ocean Exploration requires a combination of careers from both arts and science disciplines. Specifically, communicating discoveries made during underwater expeditions require the help of many artists in order to share the findings with the world. These important storytellers are the bridge between science and the rest of the world. These stories can be told in many different ways. For example:

  • Scientific article
  • Documentation Panel
  • Press Release
  • Newspaper article
  • Photo series
  • Song lyrics 
  • Painting/Drawing 
  • Video 
  • Live demonstration/presentation 

Choose 2 methods of communication: one you are comfortable with, and one that is new to you. In this activity, you will create a story about an underwater exploration journey, and communicate it through your chosen media. 


Project

  1. Create your story. This is for your personal use in order to reference as you create your communication. 
    1. Choose an animal or location that you found most interesting, and create a story about the exploration. 
      1. This may be a fictional event of your own creation, but be sure that the location and animal facts are accurate. This may take secondary research to accomplish. 
    2. How do you know which secondary sources are reliable and valid? 
    3. How do you properly cite secondary sources used in your project? 
  2. Decide on your two methods of communication. You will communicate the same story through each of these media.
  3. Decide on a call to action to be featured in your story. What should your audience take away from your message? 
    1. Call to actions are usually a direct action that someone can take to make an impact on the environment. In this way, you may need to investigate what sort of threats your place/animal faces. Every story needs a conflict. What is the environmental threat that you will feature in your story? 
    2. Ask yourself: what does my story teach others? 
  4. Decide your audience for each of your chosen media. 
    1. How does your communication method affect your audience? 
    2. Is there a demographic of people who will respond best to different kinds of communication? 
  5. Create your Communication Piece. 


Additional Notes:

  • Activity may be done individually, in pairs, or in teams. 
  • Provide your students with a suitable audience. Have them share with other students in their class and provide feedback on how the project may be approved. If possible share with their target audience. This may be other members of the school, or in the community. 
  • You may specify which method of communication students use in order to achieve certain curriculum competencies. For example: focus on having them write a scientifically accurate article. 
  • You may provide direction to your students by choosing a specific event for them to communicate, such as a book, historical event, recent news event, research, or discovery. 
  • This activity may be adapted to suit specific course content for any subject


Possible Discussion Questions:

  1. How do we know if the stories we hear are accurate or truthful? 
  2. How has storytelling changed over time? 
  3. How is storytelling powerful? Is it? What do we learn from sharing stories? 
  4. How can we effectively use language to educate many different types of people on a particular topic?
  5. How might our cultural, educational, political or economic background impact how we perceive a story? 


Learning Objectives

To have an interactive experience exploring the bottom of the ocean and learn about all the different kinds of creatures that can be found there

GRADE: Intermediate, Secondary

SCIENCE

CURRICULAR COMPETENCIES

Questioning and Predicting

  • Demonstrate curiosity about the natural world
  • Observe objects and events in familiar and unfamiliar contexts
  • Identify questions about familiar objects and events that can be investigated scientifically
  • Make observations aimed at identifying their own questions about the natural world

Planning and Conducting

  • Suggest ways to plan and conduct an inquiry to find answers to their questions
  • With support, plan appropriate investigations to answer their questions or solve problems they have identified

Processing and Analyzing Data and Information 

  • Demonstrate an openness to new ideas and consideration of alternatives

Evaluating

  • Make simple inferences based on their results and prior knowledge
  • Demonstrate an understanding and appreciation of evidence
  • Identify some simple environmental implications of their and others’ actions
  • Identify some of the assumptions in secondary sources
  • Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources
  • Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations
  • Identify possible sources of error and suggest improvements to their investigation methods
  • Exercise a healthy, informed skepticism and use scientific knowledge and findings from their own investigations to evaluate claims in secondary sources
  • Demonstrate an understanding and appreciation of evidence (qualitative and quantitative)
  • Connect scientific explorations to careers in science
  • Consider social, ethical, and environmental implications of the findings from their own and others’ investigations
  • Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems

Applying and Innovating 

  • Transfer and apply learning to new situations
  • Generate and introduce new or refined ideas when problem-solving
  • Consider the role of scientists in innovation
  • Co-operatively design projects with local and/or global connections and applications
  • Implement multiple strategies to solve problems in real-life, applied, and conceptual situation

Communicating 

  • Represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as appropriate
  • Communicate ideas, explanations, and processes in a variety of ways
  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

ENGLISH LANGUAGE

BIG IDEA: 

Grd. 4-9: Exploring stories and other texts helps us understand ourselves and make connections to others and to the world 

Grd. 4-9: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. 

New Media 10-12:  Language shapes ideas and influences others.

Literary Studies 12:  Language shapes ideas and influences others.

English Studies 12:  Language shapes ideas and influences others.

CURRICULAR COMPETENCIES

Comprehend and Connect:

  • Access and integrate information and ideas from a variety of sources and from prior knowledge to build understanding 
  • Consider different purposes, audiences, and perspectives in exploring texts
  • Identify how differences in context, perspectives, and voice influence meaning in texts 
  • Respond to text in personal and creative ways
  • Synthesize ideas from a variety of sources to build understanding
  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
  • Recognize and appreciate how different features, forms, and genres of texts reflect different purposes, audiences, and messages
  • Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact

Create and Communicate: 

  • Exchange ideas and perspectives to build a shared understanding
  • Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences
  • Develop and apply expanding word knowledge 
  • Transform ideas and information to create original texts
  • Select and use appropriate features, forms, and genres according to audience, purpose, and message
  • Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
  • Express an opinion and support it with credible evidence
  • Use acknowledgments and citations to recognize intellectual property rights  


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