Peek-A-Boo In the Ocean Blue - Lesson Plan for Grades 9-12

Aug 26, 2026

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Lesson plan for grades 9–12 focused on how visible light behaves in the ocean and how aquatic organisms adapt to the epipelagic (sunlight) zone. Students explain visible light as an electromagnetic phenomenon, identify how white light contains many wavelengths, and investigate how light attenuates with depth and wavelength using models. Activities also connect countershading and polarization to camouflage strategies that help species avoid predators and prey within pelagic food webs. Resources cover camouflage, electromagnetic waves, and why water appears blue.

LanguageEnglish

CategoryExam

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Potential Concepts

Aquatic Science

Chemistry

Performance Objectives

In writing

Through models

In words

Materials

Per group of two

Concepts

Light and the electromagnetic spectrum

Ocean zones and adaptations

Background

Peek‐A‐Boo In the Ocean Blue Lesson plan for grades 9‐12 Length of lesson: 1 class period Authored by: Jesus Aguilar‐Landaverde, Environmental Science Institute, January 2014 SOURCES AND RESOURCES: 􀁸 Boise State University,“Ocean Exploration Tour: Pelagic Zone” o [http://edtech2.boisestate.edu/uriartej/573/splash.html](http://edtech2.boisestate.edu/uriartej/573/splash.html) 􀁸 PBS Media, Camouflage and Color: Lesson Unit and Video o [http://www.pbslearningmedia.org/resource/363b214a‐6aa6‐4943‐a748‐](http://www.pbslearningmedia.org/resource/363b214a‐6aa6‐4943‐a748‐)[ ](http://www.pbslearningmedia.org/resource/363b214a‐6aa6‐4943‐a748‐)[d369bfd61269/camouflage‐and‐color/](d369bfd61269/camouflage‐and‐color/) 􀁸 Bio‐News Texas,“UT Austin Researchers Discover: Lookdown Fish Have New Way of Camouflaging Themselves” o [http://bionews‐tx.com/news/2013/06/04/ut‐austin‐fish‐have‐new‐way‐of‐camouflaging‐](http://bionews‐tx.com/news/2013/06/04/ut‐austin‐fish‐have‐new‐way‐of‐camouflaging‐)[ ](http://bionews‐tx.com/news/2013/06/04/ut‐austin‐fish‐have‐new‐way‐of‐camouflaging‐)[themselves/](themselves/) 􀁸 Science and the Sea,“Polarizing Fish” o [http://www.scienceandthesea.org/index.php?option=com_content&task=view&id=515&Itemi](http://www.scienceandthesea.org/index.php?option=com_content&task=view&id=515&Itemi)[d=10](d=10) 􀁸 NASA Mission Science, Anatomy of an Electromagnetic Wave o [http://missionscience. nasa.gov/ems/02_anatomy.html](http://missionscience. nasa.gov/ems/02_anatomy.html) 􀁸 Charles L. Braun and Sergei N. Smirnov,“Why is Water Blue?” Dartmouth College o [http://www.dartmouth.edu/~etrnsfer/water.htm](http://www.dartmouth.edu/~etrnsfer/water.htm) POTENTIAL CONCEPTS TEKS ADDRESSED THROUGH THIS LESSON: §112 .31. Implementation of Texas Essential Knowledge and Skills for Science, High School, Beginning with School Year 2010‐2011. Aquatic Science: (9) Science concepts. The student knows the types and components of aquatic ecosystems. The student is expected to: (C) identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in it (10) Science concepts. The student knows environmental adaptations of aquatic organisms. The student is expected to: (B) compare and describe how adaptations allow an organism to exist within an aquatic environment; and Chemistry: (6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to: (B) understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light; PERFORMANCE OBJECTIVES (in order of increasing difficulty to permit tailoring to various age groups) : Students will be able to: 􀁸 In writing, explain visible light as an electromagnetic phenomenon and as part of the larger electromagnetic spectrum. 􀁸 Recognize that white light is composed of all wavelengths of visible light. 􀁸 Through models, investigate how visible light attenuates through water as a function of depth and wavelength. 􀁸 Identify blue wavelengths as the most penetrating wavelengths in the ocean. 􀁸 In words, explain how countershading and polarization are adaptations of species to the epipelagic zone environment. MATERIALS (per group of two): One computer or laptop with internet access. CONCEPTS: (non‐exhaustive list) Light is an electromagnetic phenomenon that can be described as a wave as part of the electromagnetic spectrum. White light is composed of all colors (frequencies) of light, from red to violet. Light can interact with manner in many ways, such as reflection, transmission, and absorption. Different colors of light from the sun transmit at different depths into the ocean. The trophic level of an organism specifies its position within a food chain. The pelagic zone of the ocean begins at the low tide mark and includes the entire oceanic water column. The

FAQs

What do students learn about visible light in this lesson?

Students explain visible light as an electromagnetic phenomenon and connect it to the larger electromagnetic spectrum. They also learn that white light includes all wavelengths of visible light.

How do students investigate how light changes in ocean water?

Students use models to investigate how visible light attenuates through water as a function of depth and wavelength, identifying blue wavelengths as the most penetrating.

Which adaptations are highlighted for ocean species in the epipelagic zone?

Students explain how countershading and polarization function as adaptations that support camouflage in the epipelagic zone environment.

Aug 26, 2026

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