Animals of the Deep-lesson plan
Summary
This activity has been designed to help students think about which animals the
JR’s drillstring might meet on its journey to the seafloor 5000m below. As the drill
travels deeper through the water column light and temperature decrease whilst
the pressure increases. The animals found in the different depth zones have a
series of adaptations that allow them to survive these harsh conditions. This
activity teaches the children about the oceanic zones, introduces them to some
of the animals in the Pacific basin and ends with a craft activity that allows the
children to design their own deep-sea animal. In the alternative activity, for older
children, the teacher gives the pupils the worksheets without the depth info and
the pupils have to research the animals depth zones for themselves and plot
them on a worksheet.
Learning objectives.
Students will be able to:
• Identify at least 3 different animals found in the ocean
• Have an awareness that the ocean is a series of habitats not just one.
• Develop an awareness of the concept of adaptation to environment.
National Science Content Standards
A. Science as inquiry.
D. Earth and Space science.
Ocean Literacy links.
5. The ocean supports a great diversity of life and ecosystems.
6. The ocean and man are inextricably interconnected.
7. The ocean is largely unexplored.
Target age Grades 3/4 or 5/6 depending on activity chosen.
Time 1 to 1.5 hours
Materials
Downloadable worksheets and poster, a range of household grocery boxes,
kitchen roll tubes, basic art supplies, (scotch tape, glue, scissors etc.) any other
art materials that can be conveniently gathered (pipe cleaners, art straws,
lollypop sticks, coloured paper).
Preparation
The class should have an opportunity before the session to learn about the IODP
drilling programme.
What to do.
1. Prepare the children by asking them if they think that the ocean has a
series of habitats or whether it is homogenous. This should lead to a
discussion about zonation, surface waters, light zones (epipelagic,
mesopelagic) and deeper darker zones (bathypelagic, abyssal zones and
the Hadal depths).
2. Next ask them to imagine what animals the drillstring on the JR might
encounter as it is lowered 5000m down to the ocean floor and how these
animals might look.
3. Distribute the work sheets to the class and allow the pupils time to discuss
them in small groups and then as a class. What are the main features that
they can see, why are the animals adapted in the way that they are?
4. Explain to the children that their ‘Mission’ is to create a deep-sea animal
using the materials that are available. Set them a time limit, perhaps 30
minutes, this should include 5 minutes planning time.
5. When the models are complete ask a selection of the pupils to come to
the front of the class to explain what oceanic zone their animals live in,
which adaptations they have and why they are important.
Alternative activity for older children.
1. Give the children a set work sheets you have adapted so that the depth
information is absent. Ask pupils to research the animals and find out
which depths they might be found at.
2. The children then transfer the information onto the ocean zone diagram.
They can simply write down the names of the animals on the sheet.
Note: there is some over lap with the depth zones of some of the animals so
there will be a couple of versions of the answer!
Background
The animals that are found at different oceanic depths have adapted to their
particular environments. Those that live near to the surface have body parts that
are in proportion to their size and bodies that are designed to move through the
water with ease and speed. In the photic zone as the amount of light decreases
the size of the animal’s eyes increases, whilst in the aphotic zone animals have
small eyes or even none at all. Animals in the very deepest part of the oceans
use bioluminescent as a light source to attract prey or/and mates and as a form
of defence. Food is very scarce so often deep-sea fish have large teeth to ensure
that any food they do catch does not escape. Gigantism is common as in the
case of the giant squid and isopod. This is thought to be an adaptation in
response to the great pressure present at depth.
Resources.
www.joidesresolution.org
www.nationalgeographi.com
www.whoi.edu