Reflection: Developing a Conceptual Understanding Deep Ocean Conditions and Animal Adaptations - Section 2: Dive Dive Dive


When students share their conclusions about how animals dealt with darkness, many students wrote the animals used bioluminescence to help them see. I have not read any information to support this conclusion, but I can see how the students would think this. We go into a dark room, we use a flashlight to help us see. 

This misconception provided an opportunity for us to look at the animals in the powerpoint that have bioluminescence, and to consider how the animals were using this ability, for camouflage, lure and to identify others in their species (like the lantern fish). 

I also said that their conclusion may be correct, but we did not have any data that supported it and that it could be a hypothesis. Then we went on to discuss what a marine biologist might do to find the answer. 

One other note about bioluminescence, the 3 animals I selected for pressure observations did not have bioluminescence. When I asked for patterns, students noticed that none of the animals had bioluminescence.

Correct observation, but this would not help our discussion on how animals deal with pressure. I was able to point out that not all observations help scientists come to a conclusion, which I tied to an earlier example from another lesson. 


  Developing a Conceptual Understanding: Bioluminescence Misconceptions
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Deep Ocean Conditions and Animal Adaptations

Unit 3: Unit 3 - Deep Ocean to Rocky Shore Adaptations and Submersible Designs
Lesson 2 of 12

Objective: SWBAT specify deep ocean conditions and how animals have adapted to live here. Students will compare deep ocean animals to rocky shore animals in a future lesson.

Big Idea: How do they do that? How do animals survive in the deepest, coldest reaches of the earth. Travel with our marine biologists as we learn the deep ocean conditions and share how animals survive here.

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3 teachers like this lesson
Science, ocean, animal
  60 minutes
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