lesson contains a lot of material; an appropriate stopping point is
indicated, should you need to teach this lesson over two days.
To begin, pair students with their previous partner at a computer.
Ask them to think back to the web they created at the beginning of the
unit, "Math Used in Scuba Diving." Have students add any new ideas
they've realized since the beginning of the unit. If students do not
mention boat speed, elapsed time, and dive depth, suggest these ideas
to prepare students for today's activities.
Show the video clip of a dive to spark student interest. In fact, even if students saw the video in the lesson Belize's Barrier Reef, it would be beneficial for students to view it again now.Scuba Diving Video Clip
For the activities in this lesson, students should have a good
understanding of several topics; depending on student background, you
may want to review some or all of the following:
- Yards, feet, and inches
- Vocabulary related to scuba diving (eg. buoyant, depth, descent)
- How divers should descend (Ask students if they've had their ears
pop, or felt the pressure at the bottom of a pool. Divers need to be
careful to go slow enough to let their ears pop, so that the pressure
doesn't build up.)
Pass out the Ready to Take the Plunge!
activity sheet and go over the directions. Students may need some help
with vocabulary, but encourage them to work with their partner to
complete the questions. As students are working, assess their
understanding of the concepts. If students are having difficulty or
making mistakes, be sure to ask questions to get them back on track
rather than giving them the answer. This activity will take some
time for students to complete, so you may prefer to complete the rest
of this lesson at another time, possibly on a subsequent day.
Start the second portion of the lesson reviewing the activity sheet, Ready to Take the Plunge!. Have students share their strategies for solving as you go through the questions.
Remind students that the reason for the dive trip is to collect and
analyze data to help the Coral Reef Preservation Society of Central
America better protect the animals and plants that live on the reef.
You may want to re-read Letter to the Students
from lesson 1. Remind students of the various ways that our oceans are
being polluted (trash, human contact, over-fishing, oil spills, etc.).
With students in pairs, distribute the Dive Data
activity sheet (1 for each student). Read the introduction and
directions with students. Depending on the amount of time you have for
this lesson, students can either begin the activity by searching for
each of the species using a search engine (eg. Yahoo or Google), or you
can project images of the species for the students. Then, give students
time to analyze data from the chart and answer the questions.
As students are working, be sure to circulate around the room and
observe their conclusions. Depending on their prior knowledge, students
may need help with some vocabulary (eg. trend, decline, certain,
Gather students back together as a whole class, and discuss the results of the research. Prompt students:
- How can we use this data to predict what things will be like in the future?
- Based on the data, what do you predict will happen?
- What do you think could have caused the decline? How do you
know? [Students should use information off of the activity sheet, as
well as infer causes from their background knowledge. For example, they
may state that there might be fewer schools of small fish for the
animals to feed on.]
To close the lesson, chart a list of potential causes for the
environmental changes. If time, draft a letter to the Coral Reef
Preservation Society explaining the impact on the environment and what
should be done to protect the wildlife.