Lesson 3: The Ocean Over TimeAssessment

© 2012 U.S. Satellite Laboratory, Inc.

  1. Which of the following is not a primary use of the ocean by humans?
  1. Food
  2. Recreation
  3. Underwater habitat
  4. Exploration
  1. Qualitative refers to information recorded as
  1. descriptions.
  2. measurements.
  3. numbers.
  4. symbols.
  1. A testable idea about a scientific question is known as a(n)
  1. conclusion.
  2. observation.
  3. hypothesis.
  4. inference.
  1. Science is a creative process.
  1. True
  2. False
  1. Give three examples of technological tools used to explore and observe the ocean.

Answers include:

  • ROVs
  • Submersibles
  • Ships
  • Satellites
  • SONAR
  1. Explain the process of scientific inquiry and why it is cyclical. Use words and/or diagrams in your response.

Points / Criteria
4 / Student identifies the cyclical nature of scientific inquiry—observations, questions, inference, hypothesis, data, and conclusion—using text and/or a diagram. Student indicates that scientists continually ask questions and revisit their questions throughout their research. As scientists develop their conclusions, they ask additional questions that lead to further research.
3 / Student identifies the part of the scientific inquiry process using text and/or a diagram. Student recognizes that scientists revisit questions.
2 / Student identifies some of the parts of scientific inquiry process using text and/or a diagram. Student recognizes the role of asking questions.
1 / Student identifies three or fewer parts of the scientific inquiry process.
  1. Scientists come from all different backgrounds and cultures. Explain the value of diversity in the scientific inquiry process.

Points / Criteria
4 / Student stresses the importance of unique perspectives that individuals from different backgrounds and cultures bring to a scientific question, and emphasizes the value of creativity and total integration of ideas.
3 / Student recognizes the importance of unique perspectives that individuals from different backgrounds and cultures bring to a scientific question, and identifies the value of creativity and total integration of ideas.
2 / Student mentions the importance of unique perspectives that individuals from different backgrounds and cultures bring to a scientific question, and notes the value of creativity and total integration of ideas.
1 / Student lists creativity and/or unique perspectives as a benefit of cultural diversity in science.

© 2012 U.S. Satellite Laboratory, Inc.

Evaluate

Extension: Ocean Explorer Technology Brochure

Criteria/Score / 4 / 3 / 2 / 1
Introduction of the Technology / Student provides an in-depth description of the technology and how it is used. / Student provides a detailed description of the technology and how it is used. / Student provides a description of the technology and how it is used. / Student briefly identifies the technology and how it is used.
Explanation of the History / Student provides a well-developed, detailed explanation of how, when, and by whom the technology was developed. / Student provides a detailed explanation of how, when, and by whom the technology was developed. / Student provides an explanation of how, when, and by whom the technology was developed. / Student briefly states how, when, and by whom the technology was developed.
Research Expeditions / Student explains the specifics of two or more research expeditions or initiatives during the past 10 years. / Student describes two research expeditions or initiatives during the past 10 years. / Student provides information about two research expeditions or initiatives during the past 10 years. / Student briefly lists two or fewer research expeditions.
Future Uses / Student provides a detailed account of how the technology will be used in the future. / Student includes details of how the technology will be used in the future. / Student relates how the technology will be used in the future. / Student briefly mentions how the technology will be used in the future.
Title, Visuals, and Organization / Pictures, graphs, diagrams, and other visuals are extremely well used, organized, and aesthetically pleasing. / Pictures, graphs, diagrams, and other visuals are organized and aesthetically pleasing. / Pictures, graphs, diagrams, and other visuals are somewhat organized. / Pictures, graphs, diagrams and other visuals are poorly organized.

© 2012 U.S. Satellite Laboratory, Inc.