**The following is the original lesson plan I created in November that I plan to modify and tweak into a WebQuest which I feel will be more effectively utilized. The following is a link to my lesson plan complete with updates and attachments**
Introduction into Marine Animal Populations and Habitats
Author: Jaime Ford
Based on lesson by: Jaime Ford
Date created: 11/23/2011 7:46 PM EST ; Date modified: 11/28/2011 8:58 AM EST
GENERAL COMMENT AREA
Subject(s) Ecology, Science
Topic Introduction into Marine Animal Populations and Habitats
Time/Period two 45 minute sessions
Grade/Level Grade 6
Objective
•Define ecology and the community/ populations of species
•Determine "human behavior impact" on marine animal species
•Explain the importance of tracking marine animals in science fields
Materials
•Materials and resources:
Paper to Record Data from Exploration portion of lesson
Computer or Laptop
Printer (if available)
•Technology resources:
IE Explorer, Printer
•The number of computers required is 1 per student.
Content Specific Requirements
Students ability to use the Internet and the scientific resources it can provide. Student will learn how to use the website http://whale.wheelock.edu/Welcome.html, including specific links to reach required goals. Students will be introduced to scientific data and how it can be read, as well as translated.
Standards and Key Concepts
Content Area Standards Display: Collapse All Expand All
WV- West Virginia Content Standards and Objectives Subject: Science Grade or Course: Sixth Grade Science Standard: SC.S.6.2 Content of ScienceStudents willObjective: SC.O.6.2.8 predict changes in populations of organisms due to limiting environmental factors (e.g., food supply, predators, disease, or habitat).
National Standards Biology: Ecology
Essential Questions In order to make more knowledgeable decisions about our uses of our environment, we must better understand it and the organisms which use this environment. To better understand animals we need to obtain information about their life histories including their long and short-term movements, as well as how their movements may be affected by changing environmental conditions. Therefore, what are the factors relating to marine animal migrations?
Instructional Process
Introduction
Exploration (See Attachment for Lab Paper):
1. Ask the class what causes marine mammals to migrate? Is there a pattern to their migrations? Discuss idea and address misconceptions.
2. If there are enough computer/ laptops available each student should be assigned to a station individually. Lab partners are not required.
3. Have students access http://whale.wheelock.edu/Welcome.html. This is an excellent resource website; inform students that we will be utilizing the Satellite Tracking Program for this particular activity or use the shortcut http://whale.wheelock.edu/whalenet-stuff/stop_cover.html.
4. For consistency, have students select "Stef" the Harp Seal as their marine animal of study.
•Have students note on their lab paper the type of marine animal they'll be researching and what her name is.
•Have students record who is involved in the research and tagging of Stef.
•Have students note on their lab paper what date Stef was tagged for research.
•Have students record Stef's data tagging number on their lab paper: 67593
•Have students find on this webpage the dates in which Stef's locations were recorded and note this on their lab paper as well.
5. Have students select Data Sheet from the Data and Maps directory.
6. At this point, the students should see a listing of Satellite Tagging Observation Data. At the top the students will see where Stef was released: Fortune's Rocks Beach, Biddeford, ME. Locate Maine on a map so that the students can visualize the starting point.
7. The data sheet may be overwhelming. Therefore review one set of data with the students before setting them free to explore. Explain the numbers on the data sheet and what it all means for example:
•Have students locate May 29, 2011 which is the 15th line of data on the observation sheet. Explain that the first number seen on the data sheet 067593 is the marine animal's tagging number as discovered earlier in step 4.
•The next piece of data contains the Date which is recorded in a possibly unfamiliar format : 29.05.11.
•Next explain that 02:43:20 represents military time meaning that this was recorded at 2:43 AM (and 20 seconds). At this point you may have to quickly explain military time to the classroom since further data is giving all around the clock.
•The next set of important data is giving in latitude and longitude and looks like: Lat1 : 43.372N Lon1 : 66.694W. At this point discuss with the class the difference between latitude and longitude lines using a map or globe and how together these 2 points can "pinpoint" a specific location on the grid.
8. After this tutorial, have students select 10 more random lines of data (between May 29th and July 21, 2011) and record the date, time (convert to civilian time if it is easier), and latitude & longitude on their lab paper.
9. After all 10 lines of data have been recorded have students go to the bottom of the Satellite Tagging Observation Data and select the link called Tracking Maps - "Seal Stef" (http://whale.wheelock.edu/whalenet-stuff/StopHarps-11/trackmap_Stef.html). This will automatically link students to a map in which the data from the satellite tagging observations have been transferred to show how the seal, Stef, has migrated from the beginning date to July 21, 2011.
10. If possible have students print out Stef's map.
11. Have students locate approximately where the beginning point, Biddeford, ME is according to this map. Mark the map with a star.
12. The path in which Stef moved is marked by date and a line connects each date showing her movement from Maine to Canada. Have students find their 10 points of data collected from the observation data and approximately mark each point on the map with a symbol. Out from the symbol write the latitude and longitude numbers in parenthesis.
13. Have students report their results.
14. Did the students expect Stef to end up in Canada?
15. Is there a pattern to Stef's route?
16. Does Stef follow a pattern consistent with ocean temperature or any other enviornmental factors?
17. If time allows us this website to track another marine animal listed and follow the same procedure.
Attachments:
1.Lab Paper
Procedure
Concept Development: See Attachment (Marine Animal Populations) for PowerPoint Presentation
•Watch a sort video (~3 minutes) on the importance of tracking marine animals and the impact of marine ecology. http://www.youtube.com/watch?v=Ha8aBKlxSPc
•Discuss with the class the importance of tracking marine animals. What sort of things would scientists and researchers want to know about the animals they are tracking?
•Discuss that many types of marine animals are tagged such as dolphins and turtles. Discuss the particular history of the marine animal the class researched during the exploration phase of the lesson.
•Discuss the ecology of an area and how humans impact the communities or populations within the area.
•Discuss the importance of protecting the ecology of an area and its inhabitants. If an animal is forced into extinction does it affect the other population of species in the same area?
•Discuss what sort of ecological disasters could disrupt communities and populations of species.
•Have students watch how seals are tagged and discuss how humane the procedure is: http://www.youtube.com/watch?v=2SOh6roc3Rk
Application: See Attachment (Ecology of Marine Animals)
Attachments:
1.Ecology of Marine Animals
2.Marine Animal Populations
Closure/Conclusion Using the knowledge that you gained today summarize how humans can impact the ecology of marine life and why scientists tag marine animals.
Responsive Strategies
http://www.youtube.com/watch?v=Ha8aBKlxSPc Include a video of why scientists use tagging technology to monitor and track ocean life which ulitmately helps us understand ocean ecology and manage fisheries.
http://www.youtube.com/watch?v=2SOh6roc3Rk Include a video of satellite tagging as a visual aid. This may help students visualize the humane portion of tagging.
Resources
Websites or other resources (if applicable)
http://whale.wheelock.edu/Welcome.html (Whale Net)
http://www.nefsc.noaa.gov/ecosys/ecology/ProtectedSpecies/Pinnipeds/ (NOAA)
21st Century Skills/ Technology
Use of Internet Explorer, Scientific Data Readings, and Map Coordinates
Introduction into Marine Animal Populations and Habitats
Author: Jaime Ford
Based on lesson by: Jaime Ford
Date created: 11/23/2011 7:46 PM EST ; Date modified: 11/28/2011 8:58 AM EST
GENERAL COMMENT AREA
Subject(s) Ecology, Science
Topic Introduction into Marine Animal Populations and Habitats
Time/Period two 45 minute sessions
Grade/Level Grade 6
Objective
•Define ecology and the community/ populations of species
•Determine "human behavior impact" on marine animal species
•Explain the importance of tracking marine animals in science fields
Materials
•Materials and resources:
Paper to Record Data from Exploration portion of lesson
Computer or Laptop
Printer (if available)
•Technology resources:
IE Explorer, Printer
•The number of computers required is 1 per student.
Content Specific Requirements
Students ability to use the Internet and the scientific resources it can provide. Student will learn how to use the website http://whale.wheelock.edu/Welcome.html, including specific links to reach required goals. Students will be introduced to scientific data and how it can be read, as well as translated.
Standards and Key Concepts
Content Area Standards Display: Collapse All Expand All
WV- West Virginia Content Standards and Objectives Subject: Science Grade or Course: Sixth Grade Science Standard: SC.S.6.2 Content of ScienceStudents willObjective: SC.O.6.2.8 predict changes in populations of organisms due to limiting environmental factors (e.g., food supply, predators, disease, or habitat).
National Standards Biology: Ecology
Essential Questions In order to make more knowledgeable decisions about our uses of our environment, we must better understand it and the organisms which use this environment. To better understand animals we need to obtain information about their life histories including their long and short-term movements, as well as how their movements may be affected by changing environmental conditions. Therefore, what are the factors relating to marine animal migrations?
Instructional Process
Introduction
Exploration (See Attachment for Lab Paper):
1. Ask the class what causes marine mammals to migrate? Is there a pattern to their migrations? Discuss idea and address misconceptions.
2. If there are enough computer/ laptops available each student should be assigned to a station individually. Lab partners are not required.
3. Have students access http://whale.wheelock.edu/Welcome.html. This is an excellent resource website; inform students that we will be utilizing the Satellite Tracking Program for this particular activity or use the shortcut http://whale.wheelock.edu/whalenet-stuff/stop_cover.html.
4. For consistency, have students select "Stef" the Harp Seal as their marine animal of study.
•Have students note on their lab paper the type of marine animal they'll be researching and what her name is.
•Have students record who is involved in the research and tagging of Stef.
•Have students note on their lab paper what date Stef was tagged for research.
•Have students record Stef's data tagging number on their lab paper: 67593
•Have students find on this webpage the dates in which Stef's locations were recorded and note this on their lab paper as well.
5. Have students select Data Sheet from the Data and Maps directory.
6. At this point, the students should see a listing of Satellite Tagging Observation Data. At the top the students will see where Stef was released: Fortune's Rocks Beach, Biddeford, ME. Locate Maine on a map so that the students can visualize the starting point.
7. The data sheet may be overwhelming. Therefore review one set of data with the students before setting them free to explore. Explain the numbers on the data sheet and what it all means for example:
•Have students locate May 29, 2011 which is the 15th line of data on the observation sheet. Explain that the first number seen on the data sheet 067593 is the marine animal's tagging number as discovered earlier in step 4.
•The next piece of data contains the Date which is recorded in a possibly unfamiliar format : 29.05.11.
•Next explain that 02:43:20 represents military time meaning that this was recorded at 2:43 AM (and 20 seconds). At this point you may have to quickly explain military time to the classroom since further data is giving all around the clock.
•The next set of important data is giving in latitude and longitude and looks like: Lat1 : 43.372N Lon1 : 66.694W. At this point discuss with the class the difference between latitude and longitude lines using a map or globe and how together these 2 points can "pinpoint" a specific location on the grid.
8. After this tutorial, have students select 10 more random lines of data (between May 29th and July 21, 2011) and record the date, time (convert to civilian time if it is easier), and latitude & longitude on their lab paper.
9. After all 10 lines of data have been recorded have students go to the bottom of the Satellite Tagging Observation Data and select the link called Tracking Maps - "Seal Stef" (http://whale.wheelock.edu/whalenet-stuff/StopHarps-11/trackmap_Stef.html). This will automatically link students to a map in which the data from the satellite tagging observations have been transferred to show how the seal, Stef, has migrated from the beginning date to July 21, 2011.
10. If possible have students print out Stef's map.
11. Have students locate approximately where the beginning point, Biddeford, ME is according to this map. Mark the map with a star.
12. The path in which Stef moved is marked by date and a line connects each date showing her movement from Maine to Canada. Have students find their 10 points of data collected from the observation data and approximately mark each point on the map with a symbol. Out from the symbol write the latitude and longitude numbers in parenthesis.
13. Have students report their results.
14. Did the students expect Stef to end up in Canada?
15. Is there a pattern to Stef's route?
16. Does Stef follow a pattern consistent with ocean temperature or any other enviornmental factors?
17. If time allows us this website to track another marine animal listed and follow the same procedure.
Attachments:
1.Lab Paper
Procedure
Concept Development: See Attachment (Marine Animal Populations) for PowerPoint Presentation
•Watch a sort video (~3 minutes) on the importance of tracking marine animals and the impact of marine ecology. http://www.youtube.com/watch?v=Ha8aBKlxSPc
•Discuss with the class the importance of tracking marine animals. What sort of things would scientists and researchers want to know about the animals they are tracking?
•Discuss that many types of marine animals are tagged such as dolphins and turtles. Discuss the particular history of the marine animal the class researched during the exploration phase of the lesson.
•Discuss the ecology of an area and how humans impact the communities or populations within the area.
•Discuss the importance of protecting the ecology of an area and its inhabitants. If an animal is forced into extinction does it affect the other population of species in the same area?
•Discuss what sort of ecological disasters could disrupt communities and populations of species.
•Have students watch how seals are tagged and discuss how humane the procedure is: http://www.youtube.com/watch?v=2SOh6roc3Rk
Application: See Attachment (Ecology of Marine Animals)
Attachments:
1.Ecology of Marine Animals
2.Marine Animal Populations
Closure/Conclusion Using the knowledge that you gained today summarize how humans can impact the ecology of marine life and why scientists tag marine animals.
Responsive Strategies
http://www.youtube.com/watch?v=Ha8aBKlxSPc Include a video of why scientists use tagging technology to monitor and track ocean life which ulitmately helps us understand ocean ecology and manage fisheries.
http://www.youtube.com/watch?v=2SOh6roc3Rk Include a video of satellite tagging as a visual aid. This may help students visualize the humane portion of tagging.
Resources
Websites or other resources (if applicable)
http://whale.wheelock.edu/Welcome.html (Whale Net)
http://www.nefsc.noaa.gov/ecosys/ecology/ProtectedSpecies/Pinnipeds/ (NOAA)
21st Century Skills/ Technology
Use of Internet Explorer, Scientific Data Readings, and Map Coordinates
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