This article discusses the new observations of migrating creatures in the world's oceans, made possible by the Cloud-Aerosol Lidar and Infrared Pathfinder Satellite Observations (CALIPSO) satellite.
The article contains images taken with CALIPSO, a picture of a copepod, and several links to help explain the terms used in the article.
Teaching Tips
Positives
Students will learn about the daily migration patterns of small ocean creatures that may have large effects on the global carbon cycle and see the benefits of technological innovations.
Additional Prerequisites
It might be helpful to follow the links in the article or review unfamiliar vocabulary terms to help students better understand the article.
Differentiation
This could be a great resource to add to any lesson discussing scientific innovations and technology, predator-prey interactions, the oceans, climate change, the carbon cycle, or food webs.
Students could discuss the fact that the CALIPSO was designed to monitor the atmosphere, yet it was also able to collect data on the oceans. Students could think of other innovations that had unexpected uses.
Scientist Notes
This resource is recommended for teaching.
Standards
Science and Engineering
ESS2: Earth’s Systems
HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
LS2: Ecosystems: Interactions, Energy, and Dynamics
HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
English Language Arts
Reading (K-12)
R.6-8.7 Interpret words and phrases as they are used in various texts, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
