Creeps from the Deep! Life in the Deep Sea

An Educator’s Guide to the Program

GRADES: 3-8; multi-age

PROGRAM DESCRIPTION: This program explores the extreme conditions

of the deep sea, examines some of the adaptations that enable Creeps

from the Deep to survive, studies the challenges of deep sea exploration,

and kindles curiosity in the hearts of future deep sea explorers.

*Before your class visits the Oklahoma Aquarium*

This guide contains information and activities for you to use both before

and after your visit to the Oklahoma Aquarium. You may want to read

stories about aquatic environments and their inhabitants to the students,

present information in class, or utilize some of the activities from this

booklet.

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Life in the Deep Sea

Table of Contents

Creeps From the Deep Abstract 2

Educator Information 3

Vocabulary 6

Resources/Reference Materials 8

PASS/OK Science Standards 9

Accompanying Activities

- Shrink Wrap Arm 12

- Bottle Pressure 12

- Scratch Art 13

- Bioluminescent Fish Craft (Flashlight Fish) 13

- Bioluminescent Fish Find Game 14

- Hydrothermal Vent Demonstration 15

- Make a Bathymetric Map 16

- Senses and Sonar 18

- Ocean Exploration Museum 19

- Design an Adapted Deep Sea Animal 20

- Deep Sea Discovery 21

- Hydrothermal Vent Maze 22

- Decoding the Deep Challenge 23

Answer Keys 24

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Creeps from the Deep: Abstract

Where can you find animals that produce their own light, scalding

mineral-rich water spewing from the earth, and total darkness? Envision

a world with no sunlight, intense pressure, and frigid temperatures, and

you have a partial picture of the extreme environment of the deep sea.

Even in this age of technology and exploration, we know very little about

the depths of the ocean. The deep ocean includes more that 75% of the

ocean’s water, 60% of our planet is covered in water over a mile deep, but

less than 1% of the deep ocean has been explored. The limitations of the

human body and human technology have thus far thwarted our efforts to

study in depth the mysteries of the deep. In fact, we know less about the

deep ocean than we know about the Moon. Although our knowledge of

the deep sea is limited, what we do know is fascinating. Life in the deep

is unlike life anywhere else on Earth and the creatures that survive in this

harsh environment boast their own set of intriguing adaptations. From

animals that produce their own light, to creatures that eat prey larger

than themselves, the Creeps from the Deep not only survive, but thrive in

their habitat. Centuries of study have answered many questions, but have

also created so many more. Dive into this thrilling alien world at the

Oklahoma Aquarium as your class journeys to the depths of the ocean to

explore this little-known, but expansive realm.

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Creeps from the Deep: Educator Information

Ocean Light Zones

The ocean is divided into zones based on how much light penetrates the

water. The deeper the water, the less sunlight penetrates the water.

Only the top layer of the ocean, the Sunlight Zone, receives enough

sunlight to enable plants to grow. Life is very different in each of these

zones. As light and temperature decreases in the descent to the deep,

water pressure increases dramatically. Following are the basic light zone

divisions and the depths associated with each level:

Zone Name Depth Range

Sunlight Zone 0 - 650 ft

Twilight Zone 650 - 3,300 ft

Midnight Zone 3,300 - 13,200 ft

Abyssal Zone 13,200 - 19,700 ft

Hadal Zone 19,700 – 36,200 ft

Challenges of Deep-Sea Exploration

75% of the ocean water is considered deep ocean and less than 1% of it

has been explored by man.

Scuba divers can barely scratch the surface of the Sunlight Zone, so

submersibles or ROVs (Remotely Operated Vehicles) are required to

explore the depths of the ocean. Building and using a submersible

however, is not a cheap endeavor. Currently, only about 5 submersibles

in the world are capable of exploring any portion of the Deep Sea. An

American submersible called Alvin can go no deeper than the upper

portion of the Midnight Zone, yet building costs for Alvin were in excess

of $20 million.

In addition to the lack of light, cold temperatures, and financial hurdles,

pressure is also a problem for human deep sea explorers. The water

pressure increases as you go deeper in the ocean. The pressure in the

deep ocean is so great that it can crush a soda can - or even a submarine

if it is not built with very strong materials. The water pressure in the

Marianas Trench is roughly equivalent to one person trying to hold fifty

jumbo jets!

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Adaptations of Deep Sea Animals

The harsh environment of the deep presents extreme challenges to its

inhabitants and requires a special set of adaptations to survive and

thrive. 90% of all animals living below 2,300 feet (the middle of the

Twilight Zone) are bioluminescent, meaning they can produce their own

light. Some aquatic animals are bioluminescent in order to avoid

becoming lunch. Animals also use bioluminescence to confuse their

predators, find mates, communicate, and to attract prey.

Bioluminescence occurs as the result of a chemical reaction between

luciferin and luciferase, often, this reaction occurs in a light-producing

organ called a photophore. Some animals produce the chemical reaction

internally and others depend on bioluminescent bacteria to create the

chemical reaction that causes bioluminescence. Although the most

common color of bioluminescence is blue, it can also be red, violet,

orange, green, and yellow.

Other adaptations of animals in the deep include large mouths, modified

fins, long, sharp teeth, and highly expandable stomachs.

Chimneys and Smoke…in the Ocean?

In 1977, scientists discovered cracks in the ocean floor that were spewing

extremely hot mineral-rich water. Today we know that the water flowing

from these hydrothermal vents can be as hot as 750° Fahrenheit. The

water does not boil because it is under so much pressure deep in the

ocean. One of the chemicals contained in the water is dissolved sulfur,

which is poisonous to most living organisms. Over time, the minerals in

the eruptions gather around the site of eruption and form an underwater

chimney-type structure. The chimney forms because the difference in

water temperature between the vent water and regular sea water causes

the metals and minerals to separate from the vent water and fall to the

ground. The precipitated minerals and metals form a fast-growing

chimney. One underwater chimney nicknamed “Godzilla” grew to fifteen

stories high before collapsing under its own weight. Depending on the

minerals and metals present in the water, the plumes of water are usually

white or black. Black smokers are usually hotter and have larger

chimneys than white smokers.

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Origins of Hydrothermal Vents

The crust of the Earth is made up of twelve or so plates of land called

tectonic plates that are constantly moving. When the plates collide or

shift, earthquakes and volcanoes form. When the plates under the ocean

move apart from each other, they form cracks in the ocean floor. Sea

water seeps down into the cracks and is heated by molten rock under the

surface of the earth. When the water is very hot, it seeps back up

through the cracks, mixes with the cool deep sea water, and erupts like a

geyser. Vents tend to form in clusters, mainly along the Mid-Oceanic

Ridge, with vent openings ranging from six inches to six feet in diameter

and reach depths of more than a mile under the seafloor.

Life in the Vents:

Over 300 species of life have been discovered living near hydrothermal

vents; however, only 1% of the known hydrothermal vents have been

studied, so the actual number of species could be significantly higher.

With the scalding water temperature and poisonous gasses constantly

spewing from the earth, it takes a special type of creature to survive in

the hydrothermal vent area. Bacteria thrive in the extreme conditions of a

hydrothermal vent. Around some hydrothermal vents, there are

“snowstorms” of bacteria that form bacterial mats several inches thick on

the ocean floor. Giant tubeworms thrive near the openings of

hydrothermal vents. The tubeworms are the fastest-growing marine

invertebrate, growing up to 33 inches per year. These tubeworms can

grow to be longer than 8 feet and can survive because of the presence of

symbiotic bacteria in their bodies. The bacteria, called chemoautotrophs,

convert the chemicals spewed by the vents (usually hydrogen sulfide) into

food for the worms and themselves. The process they use is called

chemosynthesis and is similar to the process plants use to convert

sunlight into food (photosynthesis). Eyeless shrimp, white crabs, giant

white clams, a host of worms, and an occasional octopus frequent the

vents.

Conclusion

Home to intriguing geologic and ecological phenomenon, the deep ocean

provides numerous opportunities for research, exploration, and

imagination. Who knows what life forms wait to be discovered in this

black universe?

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VOCABULARY:

Adaptation a characteristic body part, shape or behavior that

helps a plant or animal survive in its environment

Amphipod an extremely abundant crustacean found in most all

aquatic habitats.

Bathymetric of or relating to measurements of the depths of

bodies of water

Bioluminescence the emission of light from living organisms; caused

by a chemical reaction

Challenger Deep the deepest known point in the ocean; located in the

Marianas Trench

Chemoautotroph an organism that derives energy from chemicals in

non-living surroundings

Chemosynthesis the process by which some bacteria use chemicals

(like hydrogen sulfide) to provide the energy they

need for life

Energy useable heat or power, derived from various sources

Habitat the area or environment where an organism or

ecological community normally lives or occurs

Hydrothermal Vent a crack or fissure in the ocean floor through which

hot water and minerals are ejected into the ocean

Invertebrate an animal without a backbone

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Marianas Trench a depression with a maximum depth of 11,040.4 m

(36,198 ft) in the floor of the western Pacific Ocean,

south and east of Guam; the deepest spot in the

ocean

Microbe a tiny organism or microorganism that can only be

seen under a microscope

Photophore a light-producing organ found especially in marine

fishes that emits light from specialized structures,

or derives light from symbiotic luminescent bacteria

Photosynthesis the process in green plants and certain other

organisms by which sugars are synthesized from

carbon dioxide and water using light as an energy

source

ROV an underwater vehicle that is connected to an

operator via power and/or communication tether

(Remotely Operated Vehicle)

Scuba a portable apparatus containing compressed air and

used for breathing under water

(Self-Contained Underwater Breathing Apparatus)

Sonar a system using transmitted and reflected underwater

sound waves to detect and locate submerged

objects, or measure the distance to the floor of a

body of water (Sounds Navigation and Ranging)

Submersible a research vessel capable of operating or remaining

under water

Symbiotic a relationship in which two or more dissimilar

organisms live together in close association

Tectonic Plate the two sub-layers of the earth's crust (lithosphere)

that move, float, and sometimes fracture and whose

interaction causes continental drift, earthquakes,

volcanoes, mountains, and oceanic trenches

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RESOURCES:

Internet Resources:

http://www.pbs.org/wgbh/nova/abyss/life/

http://www.smarterscience.com/marianatrench.html

http://www.seasky.org/monsters/sea7a1r.html

http://www.extremescience.com/DeepestOcean.htm

http://www.biolum.org

http://www.lifesci.ucsb.edu/~biolum/

http://www.exploretheabyss.com/photo/gallery/html/hydro.htm

http://www.oceanservice.noaa.gov

http://www.marinebio.org/oceans/deep

http://www.deepseachallenge.com

Video/DVD:

The Blue Planet Seas of Life: Open Ocean- The Deep

Release Year: 2003

Studio: BBC Video

Duration: 98 minutes

ASIN: B00005UM1S

Marine Bioluminescence: Secret Lights of the Sea

Release Year: 2000

Studio: Harbor Branch Oceanographic Institution

Duration: 26 minutes

ISBN: 0-9659686-4

Books and References:

Van Dover, Cindy Lee (2000) The Ecology of Deep Sea Hydrothermal

Vents . Princeton University Press

Hoyt, Erich (2001) Creatures of the Deep. Firefly Books Ltd.

Slager, Christina J. (1999) Mysteries of the Deep: Exploring Life in the

Deep Sea. Monterey Bay Aquarium Press.

Collard III, Sneed B. (1992) Creepy Creatures. Charlesbridge Publishing

Inc.

Demuth, Patricia (1995) Way Down Deep: Strange Ocean Creatures.

Grosset and Dunlap.

Macinnis, Joseph Dr. (2004) Aliens of the Deep. National Geographic

Society.

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PASS STANDARDS MET:

All education programs and their accompanying materials at the

Oklahoma Aquarium will meet several Oklahoma PASS objectives in

various disciplines. The following list is not all inclusive.

SCIENCE

Science Processes and Inquiry

(grade K) Process Standard 1 – Science Processes and

Inquiry

(grade 1-8) Process Standard 1 – Observe and Measure

(grade 1-8) Process Standard 2 – Classify

(grade 1-5) Process Standard 3 – Experiment and Inquiry

(grade 1-8) Process Standard 4 – Interpret and

Communicate

(grade 1, 4-8) Process Standard 5 – Inquiry

Physical Science

(grade K) Standard 1 – Physical Science

(grade 1-3) Standard 1 – Properties of Objects and

Materials

(grade 4) Standard 1 – Position and Motion of Objects

(grade 5) Standard 1 – Properties of Matter and Energy

(grade 6) Standard 1 – Physical Properties in Matter

(grade 7) Standard 1 – Properties and Physical Changes in

Matter

(grade 8) Standard 1 – Properties and Chemical Changes in

Matter

(grade 4) Standard 2 – Energy

(grade 6) Standard 2 – Transfer of Energy

Life Science

(grade K) Standard 2 – Life Science

(grade 1) Standard 2 – Characteristics and Basic Needs of

Organisms

(grade 2) Standard 2 – Life Cycles and Organisms

(grade 3) Standard 2 – Characteristics and Basic Needs of

Organisms and Environments

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(grade 5) Standard 2 – Organisms and Environments

(grade 7) Standard 2 – Structure and Function in Living

Systems

(grade 4) Standard 3 – Characteristics of Organisms

(grade 6) Standard 3 – Structure and Function in Living

Systems

(grade 8) Standard 3 – Diversity and Adaptations of

Organisms

(grade 6) Standard 4 – Populations and Ecosystems

(grade 7) Standard 4 – Behavior and Regulations

Earth/Space Science

(grade K) Standard 3 – Earth Science

(grade 1) Standard 3 – Changes of Earth and Sky

(grade 2) Standard 3 – Properties and Changes of Earth and

Sky

(grade 3) Standard 3 – Properties of Earth Materials

(grade 5) Standard 3 - Structure of the Earth and the Solar

System

(grade 4) Standard 4 – Properties of Earth and Moon

(grade 8) Standard 4 – Structures and Forces of the Earth

and Solar System

(grade 6) Standard 5 – Structure of the Earth and the Solar

System

(grade 7) Standard 5 – Structure of the Earth System

(grade 8) Standard 5 – Earth’s History

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OKLAHOMA ACADEMIC STANDARDS FOR SCIENCE MET:

3-8

3-LS4-3

4-LS1-1

4-LS1-2

4-ESS2-2

5-PS3-1

5-LS2-1

5-LS2-2

5-ESS2-1

6TH

MS-LS1-3

MS-LS2-1

MS-LS2-2

MS-LS2-3

MS-LS2-4

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Shrink-Wrap Arm

As the depth of the ocean increases, the pressure does also. Pressure in the

Challenger Deep of the Marianas Trench is roughly equivalent to one person trying

to hold fifty jumbo jets. Before completing this activity, discuss how water

pressure increases as the depth of the ocean increases. To extend the water

pressure lesson, complete the Bottle Pressure experiment.

Materials Needed:

Deep Bucket

Water

Several Trash Bags

Fill a deep bucket with water

Have several large trash bags available for student use.

One at a time, each student places his or her arm in the plastic bag, holds

the top of the bag around his/her arm, and places his arm in a bucket full

of water. The student’s arm will become “shrink wrapped” as the water

pressure comes from all sides and pushes the bag against the child’s arm.

Bottle Pressure

Here’s another hands-on activity to help your students understand the impact of

depth on water pressure. Pair this lesson with Shrink-Wrap Arm. Be sure to

conduct this activity in a deep pan, over the sink, or outside.

Materials Needed:

2-liter bottle

Masking Tape

Small Plastic Water Bottle

Water

Deep Pan

Pen

Allow students to complete this activity in small groups

Use a pen to poke two identical holes in each 2-liter bottle. Make one hole

two inches from the bottom and another whole three inches above the first.

Stand one bottle in a deep pan, tape the holes closed, and fill the bottle

with water.

Remove the two pieces of tape. As the water shoots out, how does the

flow change? (It slows down because there’s less pressure as the water

drains out.)

Which hole squirts farthest? Why? (The bottom hole squirts farther because

the deeper the water, the greater the water pressure.) Measure the water

flow with a ruler.

o Fill the small bottle with water to the same depth as the first and

repeat the experiment to show that depth, not volume, cause greater

pressure.

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Scratch Art

Materials Needed:

Toothpicks

Paper Clips

Scratch Art Paper

Reference Materials

Pencils

Paper

Scratch art paper provides the perfect medium for etching pictures of Creeps from the

Deep. The silhouettes of the deep sea creatures emerge from a black background,

proudly displaying their bioluminescent abilities.

Each student selects and researches a Deep Ocean animal.

The student writes a description of the creature that includes its name, depth range,

physical description, and special adaptations that help it

survive in the depths of the ocean.

To accompany their written description, students use a

toothpick or bent paper clip to etch a picture of their

creature on a piece of scratch art paper.

Share the descriptions and pictures with the class. You

may desire to display the artwork and accompanying

descriptions on a class bulletin board.

Scratch art paper can be purchased from Fun Express, School Specialty, or Oriental

Trading Company.

Bioluminescent Fish Craft (Flashlight Fish)

Since the Deep Ocean is so dark, many creatures that live there produce their own light.

The ability of a living organism to produce its own light is known as bioluminescence.

90% of all animals living below 2,300 feet are bioluminescent. Your students will enjoy

creating their own bioluminescent fish that really create light!

Materials Needed:

Fun Foam

Wiggle Eyes

Tacky Glue

Cool Melt Glue Gun/ Glue

Scissors

Pencil

Mini pressure operated flashlight keychain (Available at Fun Express or Oriental Trading

Co)

Draw the outline of a fish or other sea animal on a piece of fun foam. Cut out and

trace the fish on another piece of fun foam so that you have two identical fish.

One foam fish will be glued to each side of the mini-flashlight keychain. The

pressure-activated flashlights work best with this craft. You can position the

flashlight to shine out of the fish’s mouth, head, etc.

Attach the foam fish body to each side of the flashlight with a cool melt glue gun

(Adult supervision required).

Add eyes, stripes, and other embellishments to each side of the fish with Tacky

glue.

Turn out the lights in the classroom and allow students to play with their

bioluminescent fish. Have them imagine what it would be like to live in the Deep

Ocean with no available light source besides bioluminescence. These fish can be

used for the bioluminescent fish find game.

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Bioluminescent Fish Find Game

For this game, students will pretend to be Deep Sea creatures that can see only the

bioluminescent flashes of other creatures in the Deep Sea. Using these flashes,

students will locate all the other members of their species.

Materials Needed:

Flashlight for each student Flash Pattern Cards

Before class, make a flash pattern card for each student. You should have 2-

4 cards of each flash pattern. Examples of flash patterns include, but are

not limited to:

- Long, Long, Short, Long

- Short, Long, Short

The words “short” and “long” refer to the duration of a flash of light.

Explain to students that some Deep Sea creatures must rely on

bioluminescence to locate other creatures of a similar species. Some

scientists think that each species of Deep Sea creature flashes its own

unique bioluminescent pattern to locate a mate.

Distribute a flash pattern card to each student and explain that the flash

pattern is unique to their species of Deep Sea creature. The goal of the

game is to find all the other similar species in the classroom.

Distribute a flashlight to each student. On your signal, students should get

up from their desks and walk around the room, flashing their assigned

signal with their flashlight. When members of a similar species locate each

other, they should stay together.

This game can be played with the classroom lights on or off, depending

upon your preference. If students previously completed the

Bioluminescent Fish Craft, they can use their creation instead of a large

flashlight.

Conclude the game with a discussion of the challenges of life in the Deep

Sea.

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Hydrothermal Vent Demonstration

What is more fascinating than little-studied underwater chimneys in the deepest

parts of the ocean that spew burning hot water and minerals and smell like rotten

eggs? Your students will be enthralled with a study of hydrothermal vents (a.k.a.

black smokers and white smokers) and the life that survives in this harsh

environment. This activity provides a visual example of how hydrothermal vents

erupt.

Material Needed:

Tall clear jar

Red and Green food coloring

Balloon

Cold and Hot tap water

2-3 pennies/ washers for weight

Fill a tall jar almost to the top with very cold water.

Stretch the neck of a small balloon and drop in a few pennies (for weight).

Squirt three drops of red and green food coloring into the balloon.

Fill the balloon with very warm tap water (just enough to give it shape without

stretching it).

Holding the balloon with the neck pinched closed, gently set it on the floor of the

water filled jar.

Let go and watch! A column of black water will stream out of the balloon just as

water heated by the inner earth flows up through a black smoker into the cool

water around it. If you watch long enough, distinct blobs of color start to sink

back down, just like the metals that rain back down on smokers.

Discuss with your students the unique creatures that make their home in this

harsh habitat.

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Make a Bathymetric Map

Pair this activity with the Senses and Sonar lesson for a more enriching learning

experience.

Materials Needed:

Bathymetric map example

One ball of clay per student

Crayons or markers

Two sheets of drawing paper per

student

Thin fishing line piece per student

1 Pencil per student

Present the following information to students:

Voyages to the bottom of the sea are quite costly and time-

consuming. It would take a long time and a lot of money to

journey to the ocean floor enough times to gather enough

information to map the ocean floor. So, how do we have maps of

the ocean floor? Oceanographers bounce sound waves off the

ocean floor and time how long it takes the sound waves to bounce

back. In deeper parts of the ocean, it takes longer for the sound

waves to bounce back. Scientists call the process sonar. Ocean

animals like dolphins and toothed whales use a similar process.

Oceanographers can use special computers to graph the

information gathered by sonar to create a picture or map of the

ocean floor. It would be hard to carry a 3-D model of the ocean

floor with you all the time, so map-makers have a different way to

show the depths of the ocean on a flat surface. This is a

bathymetric map of the ocean floor. (Show example)It is similar to a

topographic map of the earth’s surface. Each of the rings

represents a change in height of the ocean floor. The closer

together the rings are, the steeper the land. If the rings are far

apart, the land is relatively flat. Land of the same height range will

be included in the same ring. Sometimes the maps are color-coded

and areas of similar height are the same color. We are going to

build our own mountains and make a bathymetric map of them so

that we can understand how the process works.

Distribute the materials (see above) to students and encourage them to shape

their clay into a mountain.

Once the mountain is complete, mark its peak

with a dot.

Use a marker to draw a straight line that

passes through the dot while running from

"north" to "south" across the mountain. Use a

different color marker to draw a second line—

running "east" to "west"—perpendicular to the

first. The mountain should now appear to be

divided Into quadrants. These orientation

lines will be important later.

Draw 7 or 8 equidistant rings around the

center dot.

Holding the fishing line taut, use it to slice

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through the clay along the lines you have just drawn. You should now have 8 or

9 layers.

Place the bottom layer on a fresh sheet of paper and outline it. Be sure to mark

where the orientation lines meet the paper. Make sure that the correct colors

are lined up.

Take the clay off the paper. Center the next layer within the outline, using the

orientation lines to make sure the clay is in the right position. Outline this

layer. Repeat with the remaining layers.

Remove the last layer and explain to the students that they've begun making a

bathymetric map.

Assume that the base of the mountain was at 2,000 feet below sea level. Assign

elevations to the remaining levels. The intervals must be consistent.

Color each layer and create a map key.

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Senses and Sonar:

This activity works well in conjunction with Make a Bathymetric Map and helps

students understand how scientists can "see" the ocean floor with sonar.

Materials Needed:

6-10 common household items.

6-10 boxes with lids

Paper and Pencil for each student

Before class, gather 6 boxes with lids and place one common household

item in each box. Label the boxes 1-6.

Hand students a piece of paper and instruct them to make six columns down

the paper. Label each column "Box 1", "Box 2", etc.

Walk around the room shaking one box at a time. Instruct students to list

what they hear as you shake each box. Encourage them to describe the

sound, not to attempt to name the objects. Repeat for each remaining box.

Students may have difficulty describing sounds. Provide help as needed by

asking these questions:

a. Are there many objects or a few?

b. Is the object as big as the inside of the box or smaller?

c. Is the object hard or soft?

d. Does it slide, tumble, or roll?

e. Is the object uniform or does it roll one way and tumble the other?

f. Does it sound like metal, glass, plastic, etc.?

g. Is it heavy, light or in between?

After all boxes have been examined, ask student to share their descriptions.

As students share their responses, build a list of terms on the board and

categorize the terms. Students should see that the terms describe various

properties including: number, size, shape, texture, mass, and composition.

Point out the wide range of information they obtained from just sound

waves, using their sense of hearing.

Tell the students that all the objects in the boxes are common household

objects. Instruct them to make inferences about the identity of the object in

each box. Ask for student responses. Point out that one can interpret

sound waves in several ways. No one interpretation is necessarily right.

After discussing each box, open the box and let them check their inferences.

Explain that they were able to interpret sound waves to see something

hidden from view, just as sonar is used to see the hidden world of the ocean

floor. Explain that sonar was not the first way scientists tried to see the

ocean floor, but is the best way we have available to us today. This could

segue into the Ocean Exploration Museum lesson.

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Ocean Exploration Museum

Materials Needed:

Internet Access Reference Materials Craft supplies

In groups, have students research the history of Ocean Exploration. As a class,

create a mini-museum of Ocean Exploration. The museum can include 3D models,

video, pictures, or any other elements you deem appropriate and practical. Invite

other classes in the school to visit your mini-museum of Ocean Exploration. A few

notable advances in Ocean exploration that could be explored are:

Rope method of oceanic depth discovery

Diving Bells

SCUBA

Bathysphere

Bathyscaph (Trieste)

Submersibles

ROV

Hardsuit 2000

SONAR

The explorers, inventors, and scientists associated with each of the previously listed

achievements in Ocean Exploration can also be spotlighted in the mini-museum.

The following websites may help your class during the research phase of this

project:

http://www.pbs.org/wnet/savageseas/deep-main.html

http://www.pbs.org/wgbh/nova/abyss/frontier/deepsea.html

http://www.seasky.org/oceanxp/sea5a.html

http://www.whoi.edu/marops/vehicles/alvin/index.html

http://www.onr.navy.mil/focus/blowballast/people/default.htm

http://www.ocean.udel.edu/deepsea/level-2/tools/history.html

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Design an Adapted Deep Sea Animal

Materials Needed:

Reference Materials Poster board Crayons/Markers

Study the adaptations of various residents of the Deep Sea that help them

survive in their environment.

Now the fun begins! On a piece of construction paper or poster board, draw

your own animal that is specially adapted to living in the Deep Ocean.

Consider adaptations that help the animal eat, find food, and avoid

becoming lunch in the deep ocean.

The sky is the limit— be creative and have fun with the project. After all

pictures are complete, present the animal to the class, tell its name, and

explain what special adaptations that it has that enable it to survive in the

depths of the ocean.

The creatures can also be fashioned from three-dimensional materials

(modeling clay, paper

maché, etc.)

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__

S

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“Decoding the Deep” Challenge

With a team, complete the “Decoding the Deep” Challenge.

1.) If you ever saw a cow jump over the moon, write A in spaces 1 and 15. If not, write W in those spaces.

2.) If X comes before H in the alphabet, write T in spaces 5, 7, and 23. If it comes after H, write I in those spaces.

3.) If 140 is less than 12 dozen, Write A in spaces 10, 21, and 35. If it is more than 12 dozen, write E in those spaces.

4.) If most abyssal (VERY DEEP) marine animals will eat whatever they can find, write L in space forty-five and

thirty-one. If they are picky eaters, write N in those spaces then put an S in space 32.

5.) If the Mariana Trench is in the Arctic Ocean, fill in space eleven and the space to the right with an M. If the

Mariana trench is in the Pacific Ocean, write L in the previously mentioned spaces.

6.) If the deepest part of the ocean is warm, write D in space 42 and J in spaces 2 and 16. If it is cold, write O in space

42 and H in spaces 2 and 16.

7.) Write the 13th letter of the alphabet in Space 20.

8.) In spaces 24 and 27, write the first letter of the word “nautilus”.

9.) If you prefer spaghetti with worms, write a K in spaces 6 and space 6+32. If you would rather eat spaghetti with

noodles, write an S in those spaces.

10.) If pressure is greater in deep water than in shallow water, write an A after the first H in the puzzle. If pressure is

greater in shallow water than deep water, write an E in this space.

11.) Write an R in the space that can be divided by 11 two times evenly. Write the same letter in the space that can be

divided by eleven three times evenly.

12.) Spaces nine and thirty-two need attention. If there is no life near thermal vents on the ocean floor, add a T to those

spaces. If there is life near thermal vents on the ocean floor, write C in those spaces.

13.) Write the letter that is halfway between Q and W in spaces 8, 36, 40, and space 98 divided by two.

14.) If the Oklahoma Aquarium is next to the Mississippi River, write F in spaces 13, 17, 25, 34 and 37. If the Oklahoma

Aquarium is located next to the Arkansas River, write E in those spaces.

15.) Using the letters of the word MAID (in order), put the first letter in space 29, the second letter in space 19, the third

letter in space 28, and the fourth letter in the last space of the fourth word.

16.) The letter that is in space 24 must also be in space 18.

17.) If maps of the ocean floor are called bathymetric, fill in space 4 with the same letter that is in space 49. If maps of

the ocean floor are called topographic, use the letter in space 33 to complete the first word.

18.) Word 8 needs to be completed. Go back to the beginning of the alphabet to fill in the missing spaces.

19.) To find the letter for space 41, write the letter that comes immediately before the letter to the left.

20.) If mudskippers and Catfish live in the Deep fill in space 39 with O, space 48 with the letter that comes before O, and

47 with the letter that comes immediately before the letter to its right. If Viperfish and Hatchetfish live in the Deep,

fill in spaces 39 and 46 with I, space 48 with the letter that comes before I, and 47 with the letter that comes

immediately before the letter to its right.

21.) It is time to complete the second to last word. Count the alphabet backwards to the 4th letter and write it in space 43.

22.) If you are more than 70 months old, write an N in the last remaining space. If you are younger than 70 months old,

fill in the space with an E.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41

___ ___ ___ ___ ___ ___ ___ ___?

42 43 44 45 46 47 48 49

Write the answer to the question you just decoded on this page and send someone to your teacher with the paper. The first

team to accurately decode the question and write the correct answer will win this challenge.

24

CREEPS FROM THE DEEP

Answer Keys

Answers to “Deep Sea Discovery”

1.) Tripod Fish

2.) Gulper Eel

3.) Angler Fish

4.) Vampire Squid

5.) Sea Cucumber

Answers to “Decoding the Deep”

Challenge:

Mystery Question: What is it called when

a marine animal creates its own light?

Answer: Bioluminescence