of educator guide rev. 2014 v3
TRANSCRIPT
Ocean Frontiers: The Dawn of a New Era in
Ocean Stewardship
Educator’s Resource Guide for Middle & High School Teachers
CHAPTER 1: INTRODUCTION & MASSACHUSETTS BAY …... PG 2 CHAPTER 2: FLORIDA KEYS ………………………………..…... PG 6 CHAPTER 3: IOWA FARMERS & THE GULF OF MEXICO ….. PG 8 CHAPTER 4: PORT ORFORD, OREGON……………………….. PG 10 Ocean Frontiers is a unique documentary about conservation, solutions and community. The stories in Ocean Frontiers help audiences understand key principles of ecosystem-‐based management and coastal and marine spatial planning, which are the cornerstones of the National Ocean Policy. These complex concepts come to life and are easy to grasp through the stories and people featured in Ocean Frontiers.
The Ocean Frontiers Educator guide is designed to help teachers blend the stories in the documentary into their curriculum and expose students to positive examples of conservation and complementary science concepts. Teachers should view the documentary to be familiar with the stories and science concepts highlighted. Lists of various activities are provided for teachers to consider using in their classrooms. Ocean Frontiers would easily fit into many subject areas; please share with us how you have used this film in your classroom.
Register your classroom screening and request free DVDs: http://ocean-‐frontiers.org/host-‐a-‐screening/
Films available for the classroom: Ocean Frontiers: The Dawn of a New Era in Ocean Stewardship
• Choose from: 80 minute, 60 minute, 22 minute, Aquarium version, Spanish subtitled (60 min.)
Ocean Frontiers II: A New England Story for Sustaining the Sea • 45 minutes
Watch video clips: http://ocean-‐frontiers.org/c/videos/
Contact us: [email protected]
“It is widely agreed that education is the most effective means that society possesses for confronting the challenges of the future. Indeed, education will shape the world of tomorrow. ”
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CHAPTER 1 -‐ INTRODUCTION AND MASSACHUSETTS BAY Running time: 27:30 -‐ 80 min. film / 18:20 -‐ 60 min film INTRODUCTION
Essential Questions How do we use our Oceans?
How do we protect our Oceans?
VIDEO SUMMARY As the blue planet’s burgeoning populace faces an uncertain future, never before have the world’s oceans been called upon to serve so many, while suffering so much. To address this, people around the world have begun using new approaches to ocean management. It is a movement of scientists, businesses, farmers, fishermen, governments and citizens who care for the sea. Green Fire Productions has traveled the country from coast to coast, capturing stories of these ocean pioneers—people who are embarking on a new course of stewardship, in defense of the seas that sustain them. We can learn many lessons from these ocean pioneers; in a sense, we’re all ocean pioneers, steering uncharted waters in a sea of rapid change. TEACHING TIPS The Ocean is one of Earth's most valuable natural resources. It provides food in the form of fish and shellfish—about 200 billion pounds are caught each year. It's used for transportation—both travel and shipping. It provides a treasured source of recreation for humans. It is mined for minerals (salt, sand, gravel, and some manganese, copper, nickel, iron, and cobalt can be found in the deep sea) and drilled for crude oil.
The ocean plays a critical role in removing carbon from the atmosphere and providing oxygen. It regulates Earth's climate. The ocean is an increasingly important source of biomedical organisms with enormous potential for fighting disease. These are just a few examples of the importance of the ocean to life on land. (http://marinebio.org/oceans/ocean-‐resources.asp)
The Activities highlighted here will help students explore the ocean in greater detail to understand why we must keep the ocean healthy for future generations. ENGAGE Have students create a concept map around the question: “How do we use our Oceans?” Concept maps are an excellent way to assess student’s prior knowledge on a topic and also to notice any misconceptions students may have as you begin a unit of study.
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EXPLAIN/EXPLORE Building on students’ current knowledge, pose several questions such as: “How might these uses of the ocean conflict with another?” “Do you think the East Coast and the West Coast of the United States might have similar issues?” “ What issues might be unique to either the Atlantic or Pacific coast/ocean?” The Introduction to Ocean Frontiers presents the concepts of how we use our ocean resources and the importance of sustainable management. Students may also want to add new connections as they watch the film and discover the many ways we use our ocean resources.
Now show the Introduction in Chapter One. CHAPTER 1 -‐ MASSACHUSETTS BAY
Essential Questions What are the different ways that problems can be researched?
What are some ways to find creative solutions?
What are the different factors that must be taken into account when solving technological problems?
VIDEO SUMMARY In the bustling shipping lanes of Boston Harbor, what was once a recurring collision of giant vessels and endangered whales, has become a model for conservation in a crowded sea. Marine biologists, shipping executives and an energy company have come together, taking cues from the great whales’ travelways, and finding room for both commerce and wildlife.
Ocean Literacy Principles The video and activities support:
Essential Principle # 5: The ocean supports a great diversity of life & ecosystems. Essential Principle # 7: The ocean is largely unexplored.
ENGAGE One of the most exciting ocean activities is whale watching. Witnessing the size and majesty of these large marine mammals is a special experience. A fascinating acrobatic feat performed by whales is breaching, where the whales, weighing many tons, build up enough velocity underwater to launch themselves above the ocean's surface, twist in the air and fall back, producing a tremendous splash.
Using a guided inquiry approach is an effective way to launch the activities associated with whale behavior, migration and ocean communication. You could start by asking:
• Where do you find whales? Whales travel up and down both coasts of the United States and can often be seen within a couple miles of the shore.
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• What is breaching and why do whales engage in this activity? Whale researchers still aren't sure why whales do this, but they have a number of guesses. It may be that the huge splashing sound is used to communicate with other whales, especially when there is a lot of other noise underwater. Another idea is that the whales are trying to knock off crustaceans and other parasites attached to their body. Some researchers think breaching may be a demonstration of prowess, and that it could play some role in courting rituals. One of the most popular ideas is that whales breach simply for the fun of it. Most likely, breaching serves many different purposes that vary depending on the species and situation.
• How do whales communicate? Whales are still a mystery of sorts. A lot of information gathered by whale researchers has raised new puzzles about the animals. Whale communication is particularly perplexing. Male humpbacks (also known as bulls), the most vocal whales, emit a complex sequence of low moans, high squeals and clicking noises. These noises are sometimes combined in songs that last as long as 30 minutes. The astounding thing about these songs is that whales will repeat them over and over again, verbatim. And in a particular region, every male will sing the same song, making small changes every once in a while so that it evolves into a completely different song over time. (Learn more: http://animals.howstuffworks.com/mammals/whale7.htm)
Now show the video, and implement one or more of the following activities. Have the students listen for a few answers to the questions above. EXPLAIN/EXPLORE To test their ideas, in the following activities students will have a chance to investigate whale behavior, migration and ocean communication and begin to draw conclusions about how scientists gain new knowledge by analyzing data. SUGGESTED ACTIVITIES The following activities are complementary to Ocean Frontiers Chapter 1: Saving Whales at Stellwagen Bank. There are several concepts in this video segment worth exploring in depth with students and making a connection to the real world examples of the science and stewardship at Stellwagen Bank. 1) CONCEPTS: Ocean Literacy ‘How To Smile’ Lesson Plans http://howtosmile.org/topics/ocean-‐literacy These resources will give your students a wealth of rich classroom experiences. Be sure to help your students make the connection to the solutions highlighted in Ocean Frontiers and students will have a great tie in to real world applications.
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2) CONCEPT: Whale Watching See A Spout, Watch Out Program http://stellwagen.noaa.gov/education/welcome.html Whale Watcher Game Lesson http://www.pbs.org/kqed/oceanadventures/educators/whales/gamelesson.html Gray Whale obstacle course http://www.pbs.org/kqed/oceanadventures/episodes/whales/ These are some shorter activities about whales that your students may enjoy. 3) CONCEPT: National Marine Sanctuary Exploring the National Marine Sanctuaries: A Lesson in Habitats and Human Impacts http://sanctuaries.noaa.gov/education/teachers/features/lpexplore.html By learning about the biodiversity, ecological integrity, and cultural legacy of these marine sanctuaries, students can place into context what they are learning about the interdependence of living things on our planet. EXPAND/ADAPT/CONNECT Here are some more links to expanded activities: Revisit the concept maps created by your students, ask if they can make any more connections after their viewing of Ocean Frontiers Chapter 1 and the activities they have done. The Stellwagen Bank Marine Sanctuary also supports several art contests for students in grades K-‐12. Your students may wish to participate. http://stellwagen.noaa.gov/pgallery/kidscorner.html END OF CHAPTER ONE
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CHAPTER 2 -‐ FLORIDA KEYS Running time: 11:12 -‐ 80 min. film / 8:10 -‐ 60 min film
Essential Questions How do we best manage our coastal resources?
What is so special about Coral Reefs?
VIDEO SUMMARY The coral reefs of the Florida Keys are America’s most popular marine destination, home of myriad sea creatures, magnet of sport fishers, divers and sightseers. Lately they are also America’s showcase of marine conservation zoning, providing refuge, recreation and livelihoods through a collaborative plan developed by all concerned.
Ocean Literacy Principles The video and activities support:
Essential Principle # 5: The ocean supports a great diversity of life & ecosystems. Essential Principle # 6: The ocean and humans are inextricably linked.
ENGAGE Ask the students to help you plan a trip to the Florida Keys. In groups, the students will have 15 minutes to find and suggest three activities you might like that involve the water. Provide three 5x7 note cards where students will note the activity, weblink, place or address for activity, equipment needed, plus the cost and time needed (informal assessment, observe which groups of students use the key words ‘water’ and ‘water sports’, and how they organize and search for the information needed). EXPLAIN/EXPLORE After the allotted time, give each group a chance to report out and organize a chart or list of the activities, noting duplicates. You might want to have a large map of the Florida Keys to mark off locations of activities. How many different water and water sport activities did they discover? How many areas comprise the Florida Keys and do they see any activity patterns?
SAMPLE WATER SPORT LIST: wreck dive, coral reef dive, underwater photography dives, snorkeling, fishing, spear fishing, swimming, sailing, kayaking, wave runners, dolphin encounters, parasailing, water skiing, knee boarding, tubing, speedboat tours, catamaran tours, windsurfing, glass-‐bottom boat tour and marine wildlife observing. Now show the video, and implement one or more of the following activities.
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SUGGESTED ACTIVITIES The following activities are complementary to Ocean Frontiers Chapter 2: An Ocean Blueprint for Florida Keys. There are several concepts in this video segment worth exploring in depth with students and making a connection to the real world examples of the Florida Keys conservation plan. 1) CONCEPT: Coral Reel Education A Collection of Lessons for Middle and High School http://coralreef.noaa.gov/education/educators/resourcecd/lessonplans/ Coral Reef Adventure http://www.coralfilm.com/CRAEducatorGuide.pdf This is a great teacher’s guide full of lessons about coral reefs. EXPAND/ADAPT/CONNECT Here are some more links to expanded activities: Coral Reef Links http://coralreef.noaa.gov/education/educators/ Florida Keys Marine Sanctuary http://floridakeys.noaa.gov/welcome.html National Marine Sanctuaries http://sanctuaries.noaa.gov/education/teachers/curriculum.html How To Smile – Ocean Literacy Lesson Plans http://howtosmile.org/topics/ocean-‐literacy END OF CHAPTER TWO
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CHAPTER 3 -‐ IOWA FARMERS AND THE GULF OF MEXICO Running time: 20:21 -‐ 80 min. film / 14:45 -‐ 60 min film
Essential Questions What are some human activities that impact our environment?
What role do wetlands play in the environment?
What is a dead zone?
VIDEO SUMMARY The Mississippi Delta—terminus of America’s mightiest river, nursery of one of the nation’s premier fisheries, and lately an unfortunate poster child for ecological disaster—is getting help from an unlikely team of people, in an unlikely place. More than a thousand miles upstream, in the cornfields of Iowa, farmers are changing their ways to send cleaner water and new life to the nation’s beleaguered Delta.
Ocean Literacy The video and activities support:
Essential Principle # 5: The ocean supports a great diversity of life and ecosystems.
Essential Principle # 6: The ocean and humans are inextricably linked.
ENGAGE Where in the River does it go? Try this activity with your students: Place sticky notes around your classroom with the following rivers, one per sticky note -‐ Ohio River, Missouri River, Colorado River, Crow Wing River, Gull Lake River, Rum River, St. Croix River, Blue Earth RIver, Root River, Minnesota River, Red Cedar River, Chippewa River, Black River, Kickapoo River, Wisconsin River, Turkey River, Upper Iowa River, Maquoketa River, Wapsipinicon River, Cedar River, Iowa River, Skunk River.
Have students walk around the room and search for all the notes, then have then stick all the notes in a central location at the front of the room. Tell the students that all these rivers have something in common and ask the students if they can guess what it might be. If you have the means to quickly locate them on a map, you might do this as well, or students might use laptops, iPad, etc to quickly look them up.
EXPLAIN/EXPLORE All these rivers empty into the Mississippi River. The Mississippi ranks as the fourth longest and tenth largest river in the world. The river either borders or cuts through the states of Minnesota, Wisconsin, Iowa, Illinois, Missouri, Kentucky, Tennessee, Arkansas, Mississippi, and Louisiana. With so many rivers emptying into the Mississippi River what might you expect is transported in these different waters? Probe for understanding by asking questions about how watersheds fit together and where the mouth of the Mississippi River is.
Now show the video, and implement one or more of the following activities.
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SUGGESTED ACTIVITIES The following activities would be complementary to Ocean Frontiers Chapter 3: Iowa Farmers & Gulf of Mexico. There are several concepts in this video segment worth exploring in depth with students and making a connection to the real world examples of the Iowa Farmers & Gulf of Mexico dead zone.
1) CONCEPT: Watershed Runoff Runaway Runoff http://www.mylubbock.us/docs/default-‐source/water-‐department-‐file-‐library/runaway-‐runoff-‐outline.pdf Students will be able to describe what runoff is, how it can become polluted and how this can affect our environment.
2) CONCEPT: Wetlands Building a wetland filter http://www.ngwa.org/Fundamentals/teachers/Pages/Building-‐a-‐wetland-‐filter.aspx Students will create a simulated wetland to understand how wetlands actually filter and clean the water as it travels through the wetland.
3) CONCEPT: The Dead Zone On Again, Off Again — The Dead Zone: Hypoxia http://www.lamer.lsu.edu/deadzone/index.htm The purpose of this series of activities is to help students visualize the dead zone and to provide them with dissolved oxygen (DO) data to analyze and interpret. EXPAND/ADAPT/CONNECT Here are some more links to expanded activities: The Dead Zone http://serc.carleton.edu/microbelife/topics/deadzone/educators.html
NOAA Ocean Service Education http://oceanservice.noaa.gov/education/lessons/wheres_the_point.html
The Bridge http://web.vims.edu/bridge
The Importance of Wetlands http://www.ngwa.org/Fundamentals/teachers/Pages/The-‐importance-‐of-‐wetlands.aspx
Extra Ocean Frontiers Video Clip -‐ Oregon Coast Dead Zone http://ocean-‐frontiers.org/hypoxia-‐dead-‐zone/ END OF CHAPTER THREE
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CHAPTER 4 -‐ PORT ORFORD, OREGON Running time: 22:01 -‐ 80 min. film / 18:50 -‐ 60 min film
Essential Questions How are marine protected areas used to protect natural and cultural resources?
VIDEO SUMMARY In a small fishing community on the coast of Oregon, the people of Port Orford are taking control of their destiny, by conducting their own brand of conservation. They are using local science to inform their fishery management and protecting upstream forests to save their salmon—a farsighted perspective that considers both their links to the land and the future of their children.
Ocean Literacy The video and activities support:
Essential Principle # 5: The ocean supports a great diversity of life and ecosystems.
Essential Principle # 6: The ocean and humans are inextricably linked.
Essential Principle # 7: The ocean is largely unexplored.
ENGAGE Try this Coastal Sampling Activity from the lesson ‘All About MPAs’ http://www.usc.edu/org/cosee-‐west/LessonPlans.html
Prepare two buckets with candy in them. One bucket represents the MPA ecosystem and the other bucket represents area that is not protected. The candy represents different species of coastal organisms. The smallest pieces of candy represent plant and larval organisms and the very large pieces of candy represent the larger fishes. The MPA bucket should have a spectrum of large to small candy. The other bucket only has a few types of small candy. Have a student randomly pick 10 pieces of candy from each bucket. EXPLAIN/EXPLORE After examining the difference between the two samples, pose a few of the following questions:
• Which ecosystem had a greater biodiversity? Explain your answer. • Why would a protected area have more diversity? • If we weighed each sample of 10 pieces of candy, which ecosystem has more
biomass? • Why would a protected area have a greater biomass? • Why would protected areas have larger sized organisms? • Larger organisms produce more offspring. How would larger organisms impact
the density of organisms in a MPA? Now show the video, and implement one or more of the following activities.
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SUGGESTED ACTIVITIES The following activities would be complementary to Ocean Frontiers Chapter 4: Port Orford Fishermen Protect Ocean & Way of Life. There are several concepts in this video segment worth exploring in depth with students and making a connection to the real world examples of Port Orford, OR. 1) CONCEPT: MPAs The Importance of Marine Protected Areas: An Overfishing Simulation or Where Are All The Fish? http://www.usc.edu/org/cosee-‐west/LessonPlans.html Choose from either of these lessons plans that were developed by middle and high school teachers who took the MPA/MLPA workshop from COSEE. 2) CONCEPT: Seaweed Is There Kelp in Your Cupboard? http://cabrilloaquarium.org/teacher-‐resource/project-‐jason-‐08/aquarium_kelp_cupboard.pdf Students explore a variety of common food and household items that contain algae derivatives, i.e. kelp and other seaweeds.
More info: http://www.seaweed.ie/ 3) CONCEPT: Storm Drain and Bioswale Storm Drain Water Testing -‐ Chemistry Unit Challenge for Integrated Coordinated Science I (high school) http://www.usc.edu/org/cosee-‐west/LessonPlans.html A hands-‐on exercise that
• uses the “5 E’s Learning Cycle: Engage, Explore, Explain, Elaborate, Evaluate” • is correlated to California Science Content Standards, California Environmental
Education Principles and Ocean Literacy Standards
Teacher’s Handbook: http://www.usc.edu/org/cosee-‐west/LessonPlans/StormDrainWaterTesting_TeacherHandbook.pdf Student’s Handbook: http://www.usc.edu/org/cosee-‐west/LessonPlans/StormDrainWaterTesting_StudentHandbook.pdf Conceived and written by Gary Serbeniuk. Designed and illustrated by Meredith Morgan 4) CONCEPT: Fishing Practices and MPAs ‘No Fishing’ http://oceanservice.noaa.gov/education/classroom/lessons/02_international.pdf This research activity introduces students to sources of information about Marine Protected Areas (MPAs) and to some examples of how MPAs are used to manage coastal resources in several countries.
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EXPAND/ADAPT/CONNECT Here are some more links to expanded activities: Compare MPAs As an extension, students might want to compare Port Orford, Oregon’s MPA with another MPA in this lesson. Extra Ocean Frontiers Video Clip: http://ocean-‐frontiers.org/reflections-‐on-‐change-‐port-‐orford-‐ocean-‐resource-‐team/ How To Smile – Ocean Literacy Lesson Plans http://howtosmile.org/topics/ocean-‐literacy END OF CHAPTER FOUR