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Slide 1 - Monterey Bay Aquarium

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					  Using EARTH to educate and
     inspire about the ocean


Katie Lodes, Beth Marass, Linda McIntosh
• Today’s technology allows teachers in any geographic area access to
  real-time ocean data.
• Although all of us may have an interest in the ocean, we all don’t
  live near the ocean.
• For many teachers using this data in the classroom can be a
  daunting endeavor, Education and Research: Testing Hypotheses
  (EARTH) website and workshops sponsored by the Monterey Bay
  Aquarium Research Institute takes the frustration out of lesson
  planning.



• Join us as we present and discuss three lessons from the EARTH
  website that we have used in our classrooms.
Where in the US are we located?
  Why should the land-locked care?
Dead zone in Gulf of Mexico is linked to excess nitrogen and phosphorus
       draining from the midwest (all watersheds lead to the ocean)

Seafood is flown in from the west, east, gulf and Alaska (The Discover
       Channel’s Deadliest Catch has more than a cult following)

Vacationing on the coast …HAB

Ocean regulates our climate and weather (no matter where we live: water cycle,
       in fact most biogeochemical cycles)

The ocean makes earth habitable (provides oxygen…..)

 Ocean supports life and ecosystems (viruses to blue whales)

 The ocean is largely unexplored (what medical marvel has yet to be
        discovered?)
  What’s the benefit of real-time
   and near-real time data ?

  According to the National Ocean Observing Systems
Educational Product Workshop Literature Review Results


“K-12 students are not normally taught to seek understanding
 (they’re taught to seek answers) and so data-based inquiry
projects can be a challenge for many students (and teachers,
  too). Students need training in the use of computers as an
     inquiry tool rather than just an answer-seeking tool.”
   EARTH uses near-real-time data from
  ocean observatories to design and test
     outreach with the Internet as an
     interface to scientists, teachers,
         students, and the public.

? PICTURE
OF
SCIENTIST?




         http://www.mbari.org/mars/general/node_general.html
    How does EARTH help to
      inspire and educate?
•Bring classroom teachers and
researchers together
•Create excitement around the research
happening TODAY in the Oceans
•Work with peers and scientists to
create lessons that fit in today's
classrooms
www.mbari.org/earth
             Both
    EARTH Disciplines and
Lesson Plan Links (Rough Drafts)
     have lesson plan ideas
“Lacking a bit of polish” lessons
Katie Lodes: Classification and Elkhorn Slough Case Study
Beth Marass: Pelagic Predators
Linda McIntosh: What’s up in the Arabian Sea?



THE EARTH LESSONS…..
Classification klodes
students classified the organisms into groups that made
sense to them and then constructed dichotomous keys
Assessment
                     EITS addition
   February 13, 2009 about 3:30 pm central
                                             February 16, 2009 about 8:30 pm CDT




            ORCA’s
Ocean Research and Conservation
          Association
   Eye –In- The- Sea footage



                                             April 23, 2009 (unsure of time)
http://www.mbari.org/earth/mar_tech/EITS/deploy.html




                                    LIVE VIDEO WILL
                                      WORK LATER
IF working video feed is in black box




                        Click here for more information
                               on the organisms
Click on image to get more info
Elkhorn Slough Case Study klodes




       VERY OPEN ENDED LESSON PLAN
 Three main layers
Locating Buoys
                            Three main layers
                     EXAMINING DATA
USE THESE BUOYS TO MAKE HYPOTHESES/PREDICTIONS




  http://www.mbari.org/lobo/network.htm
RESULTS ON NEXT SLIDE
From query
   Click on LO1 (or buoy of your choice)




Click on Plot below for graphs on next page
Results from “canned data”
      Three main layers
COMMUNICATING RESULTS
                                    An extension
                       Interpreting Graphs
Print out a copy of your graph and then answer the following questions:
•What variable is on each axis?
•What is the title of the graph?
•What are the units?
•Are the units consistent when different time frames are graphed?
•What does each line represent?
•Can you predict any relationships between variables?
•Are these relationships consistent over longer periods of time?
•Do the same relationships hold true for other mooring sites?
TIDE DATA




             Print out one copy of the tide
            graph.

            What type of tide would you
            classify this?

            How can you back this up
            from the graph?
Pelagic Predators Beth Marass

  Students will be able to:
  1. Identify a variety of pelagic predators
  2. Describe different methods used by
    scientists to carry out pelagic research
  3. List different physical and biological factors
    required for survival
  4. Explain how these factors influence
    organism behavior
             Satellite Tracking
• Students will visit the following sites
• TOPP Tagging of Pacific Pelagics
  http://www.topp.org
  Choose a pelagic animal and the map
        will show their journey

Different colors
Represent different
animals
               Zones-CA Current
• You can view by zones
• View by Zones:
  CA Current
  Pt. Conception
  Monterey Bay
  E.Equatorial
  N.Pacific
  S.Pacific
  Hawaii
  Eastern Pacific
  Pacific
  Full Region
   You can view by species-Pinnepeds
• View by Species:
  Sharks
  Salmon Shark
  Shortfin Mako Shark
  Pinnipeds
  Northern Elephant Seal
  Southern Elephant Seal
  Sea Turtles
  Leatherback Sea Turtle
  All Species
They can visit animated information on
                the area
• Will show the
Temperature over the
Week as the
Pelagic animal
moves
                 WhaleNet
• Follows
Harp seals and
Harbor seals
               Maps and Data
• They show
Data as well
As maps
 Caribbean Conservation Corporation
• Students can follow a turtle
• Learn about their life cycles
• Adopt a turtle
   http://www.cccturtle.org


Common Name: Loggerhead - named for its exceptionally large
head.

Description: Head is very large with heavy strong jaws.
Carapace is bony without ridges and has large, non-overlapping,
rough scutes (scales) present with 5 lateral scute. Carapace is
heart shaped. Front flippers are short and thick with 2 claws,
while the rear flippers can have 2 or 3 claws. Carapace is a
reddish-brown with a yellowish-brown plastron. Hatchlings
have a dark-brown carapace with flippers pale brown on
margins.
Follow Crush each dot is a different date
                          Assessment
• Students answer the following:

• What are 4 factors that will influence a pelagic organisms behavior.

• Research the life cycle of your organism and find the following:
   – Where do we find them in the Ocean?
   – How do they reproduce and if possible, where?
   – How often and how many offspring?
   – What is their diet?
   – How long do they live?
   – How many are found in the oceans today?
              Assessment cont
            Discussion and Conclusion
• Answer the following questions:
• How can we learn more about our environment by
  studying pelagic predators?
• How do scientists study open-ocean animals?
• What information can we learn from pelagic
  research?
• How did the Biological and Physical factors that you
  chose influence the behavior of your organism?
What’s up in the Arabian Sea? Linda McIntosh
    Go to EARTH homepage
Click on Thursday
and scroll down to Presentations : Linda, Beth, Barb
             Pirates make the news…
  Tuesday, April 28, 2009

Yemen special forces defeat pirates, take back four
  ships in Arabian Sea battle

British captain describes fighting off Somali pirates in Arabian
   Sea
  telegraph.co.uk 03-Jun-2009


Coalition Warship Thwarts Pirate Attack in Arabian Sea
  Story Number: NNS071125-01
  Release Date: 11/25/2007 3:15:00 PM
                     Summary
• In this activity Students will
   – Become familiar with the geography of the
     Arabian sea
   – Learn how to use the Giovanni “real time data”
     internet tool by looking at the seas’ chlorophyll a,
     surface temperature and wind direction over an
     18 month period.
   – They will apply this knowledge to gain
     understanding and appreciation of the local
     cultural factors
                  Key Concepts
• Understanding the effect of monsoon winds and temperature
  on upwelling and productivity
• Understand the effect of climate change on monsoon
  patterns.
• How these changes affect local biota
• How these changes influences the economy of the region
• Understanding the geography and culture of the region
                             Objectives

• Observe and identify
   – Relationships among chlorophyll, SST, SSH, wind speed and direction.
   – Identify the political and geophysical boundaries surrounding the
      Arabian Sea on a world map
• Record
   – Construct graphs using recent data from Giovanni
• Demonstrate
   – an understanding of the socio-economic dynamics of the region
   – an ability to use Giovanni to generate and analyze real-time data
   – Learn the about the culture and economy of those countries
• Interpret
   – Graphs and images with the help of guiding questions
• Communicate results by
   – Sharing information and working in small groups
   – Drawing conclusions using their findings to propose local solutions to
      the biological and socio-economic to response in the Arabian Sea due
      to climate change.
                Materials and Data
     – Computers with internet access
     – World Map
     – Student activity sheets
•   #1 Map of Arabian Sea and surrounding countries
•    #2 Background information on local climate changes
    followed by guiding questions for collecting information on
    assigned countries.
•   #3 Wind data observations and directions for Giovanni line
    graph generation
•   #4 Sea surface temperature and Chlorophyll a
    concentrations
                          Activity Sheet #1
             Background
Over the last decade the climate in the
Arabian Sea region has changed
dramatically. The area has seen
significant changes in the Summer
Monsoons. The surrounding countries
have seen major flooding as well as
yearly fish kills due to the loss of oxygen
in parts of the sea. Using real time
data, you will learn about the physical
changes that occur during the year in
the Arabian Sea. You will look at Sea
surface temperature (SST), wind
direction and chlorophyll a
concentration. Before we do that, let’s
learn more about the area.                    Students will label a blank map
                                              and be assigned a specific
                                              country
              Activity Sheet #2
In your groups answer the following questions:
• What is the population and population density?
• What are the major religions?
• What is the average family income?
• What is their major food source?
• List 3 “Fun facts” that you learned about your
    country as you researched, include at least one
    that describes how their lives in your country have
    changed in the last 10 years.
               Before Activity sheet #3
The teacher will give a presentation on how to use the
                    Giovanni system
1. Go to http://reason.gsfc.nasa.gov/Giovanni/
2. Click on the second one down
   – OBPG SeaWiFS Monthly Global 9-km Products JAVA Version
3. Use Latitudes     30.0 oN to 10.0 o S.
    Use Longitudes of 40.0 oE to 80.0 oE.
4. For a chlorophyll a image select the following Parameters:
   chlorophyll a concentration
           Data Type: parameters
      Plot Type: Time Series, Area-averaged
           Begin Year: 2006 Begin Month: January
           End Year: 2007 End Month: June
              Activity Sheet #3
ARABIAN SEA

              While watching the
              movie-answer the
              following questions
              1. What changes do you
                 observe in the wind
                 direction throughout the
                 year and in what months
                 do these changes occur?
              2. Watch the animation again
                 and carefully observe the
                 coastlines of Somalia and
                 India. What inference(s)
                 can you make as to what
                 may be happening in
                 these locations during
                 certain times of the year?
                         Activity sheet #3 Cont
They will plot out both the chlorophyll and sea surface graph over the last 18
                months and answer the following questions

• What month indicates a high Chlorophyll a
  concentration?________________________
•    What month indicates a low Chlorophyll a
  concentration?________________________
•    What month indicates a high Sea Surface
  Temperature?_________________________
•    What month indicates a low Sea Surface
  Temperature?__________________________
• Explain possible reasons why the months for these
  two parameters do not coincide.
                                Activity sheet #4
Based on their observation of the line graph-students will return to Giovanni
and print out the high and low months of Chlorophyll a and SST.
In their groups they will answer the following questions:
1.     During what month is the peak of the WET monsoon season?
2.     What evidence do you have from the wind animation?
3.     During what month is the peak of the DRY monsoon season?
4.     What evidence to you have from the wind animation?
5.     Suggest a possible reason for the LOW Sea Surface Temperatures off the coast
       of Somalia.
6.     What evidence do you have to support your reason?
7.     Does this affect the chlorophyll a concentration? Explain.

From all your observations, draw conclusions to what is occurring in the Arabian Sea
      over a year. Be sure to include wind evidence, sea surface temperatures, and
      chlorophyll a observations. What effect would this have on the fish populations
      in the Arabian Sea?
Using your observations, offer an explanation as to why fish kills have occurred in the
      past decade off the coast of Oman
   Propose solutions that have resulted in these fish kills.
                                 Assessment
• Performance
    – Groups will make oral presentations of their findings
    – Complete the Student Activity Worksheets
    – Follow-up writing assignment to be determined by the individual teacher*
• Product
• Students will make group presentations, by country, to report on their
  findings; they will
    – explain their observations of the interactions of SST and wind direction on
      locations and concentrations chlorophyll levels
    – describe the timing and extent of the NE and SW monsoons on the Arabian
      Sea and relate it to primary productivity levels
    – Explain the impact of the monsoon on their country’s climate and population
    – Propose possible solutions to the physical and biological changes in the
      Arabian Sea that impact their geo-political regions (e.g. fishing practices,
      fertilizer run-off)
• Student Activity Worksheets will be evaluated for content accuracy and
  depth.
   Extension:
Take the real
time data for
SSH and place it
on Google Earth
              How do you do this?
1. Generating Near Real-Time Altimetry data from CCSA and importing the
    data via a .kml file into GoogleEarth. This will show you SSH (height of
    water, cold and warm) in the Arabian Sea.
a. Go to: Colorado Center for Astrodynamics Research (CCAR)
http://argo.colorado.edu/~realtime/gsfc_global-real-time_ssh/
    Enter Date of interest
    Longitude (40, 80) and latitude (0, 30)
    Bathymetry: 5
    Output options: Google Earth .kml
NOTE: If you do not see this option, Google “CCAR” and enter via Google .
    The “Google Earth .kml” option will appear
    Other options are all default
b. Press “submit”
c. a TOPEX picture will be generated as you will be asked to save as a .kml
    and then open. Save image (to desktop or other location).

2. Open Google Earth (or it may open automatically as you open the saved
   file). From Google Earth open the saved file and go to the region .
                   Teacher Resources
1. All of the graphs and images required for this activity are in pdf form
    below so that if internet resources are not available the teacher can print
    the resources for the students and complete the activity (pdfs of the
    visuals listed in procedure above)
2. http://encarta.msn.com/map_701510188/Arabian_Sea.html
map geopolitical map of Arabian Sea
3. Giovanni: http://giovanni.gsfc.nasa.gov/
4. http://www.whoi.edu/oceanus/viewArticle.do?id=2370&archives=true
Monsoon Winds and Carbon Cycles in the Arabian Sea
5. http://usjgofs.whoi.edu/arabian.html
• Arabian Sea Process Study ,Sharon Smith
    Rosenstiel School of Marine and Atmospheric Science
        Additional Resources

Background information:
The 1997Asian Summer Monsoon
http://www.tropmet.res.in/~kolli/MOL/Monsoon/fra
meindex.html
What is a Monsoon (article)
http://snrs.unl.edu/amet351/ogren/monsoons.html
Link to real-time data on monsoons in Arabian Sea
http://www.tropmet.res.in/~kolli/MOL/
And just like studying the ocean,
 E.A.R.T.H. is dynamic, inspiring
          and powerful
Contact information:
   Katie Lodes
   St. Joseph’s Academy, St. Louis, MO
   klodes@stjosephacademy.org

   Beth Marass
   Sanford High School, Sanford, ME
   bmarass@sanford.org

   Linda McIntosh
   Swampscott High School, Swampscott, MA
   ljmci@aol.com

				
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