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Overview:
The ocean is one of the most unexplored places on Earth. Oceanographers, marine biologists, and many others are devoting their careers to exploring the oceans' ecosystems, learning about and preserving the health and inhabitants of these amazing places. In this lesson, students will learn about marine biology as a career, the types of plants and animals marine biologists study, and how technology helps them in their work.
Connections to the Curriculum:
Geography, social studies, science
Connections to the National Geography Standards:
Standard 6: "How culture and experience influence people's perceptions of places and regions"
Standard 14: "How human actions modify the physical environment"
Standard 18: "How to apply geography to interpret the present and plan for the future"
Time:
One to two hours
Materials Required:
- Computer with Internet access
- Large sheet paper, paints, markers, and other art supplies
Objectives:
Students will
- describe marine biology and what marine biologists do;
- learn about the life and work of Tierney Thys;
- describe how technological advances help us study the ocean and its life forms; and
- identify and describe some lesser-known ocean species.
Geographic Skills:
Acquiring Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Tierney Thys, a National Geographic Emerging Explorer, has made it her life's work to learn more about oceans and their life forms. Her work and the work of many others, combined with significant advances in technology, is providing information that may help people understand more about the sea and the many creatures who live in it. Tell students that this lesson will help them learn about Thys's work and the ways technology can help us all learn more about the oceans.
Development:
Divide the class into two groups and have each group brainstorm as many ocean life forms as they can. Have students use markers and chart paper to create their lists, and post them in the classroom. Examine the lists to see how many unique items each group can name, then ask students why we should care about all of these life forms.
Activity 1:
Have students watch a brief video interview with Tierney Thys and then read the brief profile of her life and work. Ask students to consider how Thys's own life experiences have shaped her career choices.
After students watch the profile, ask them to name some of the specific things Thys does in her work. How does she study the Mola mola? What types of technologies (land, air, and electronic) does she use to gather information about these fish? Explain to students that in marine biology, professionals use many methods of collecting data.
Activity 2:
Remind students about Tierney Thys's wish that she could travel with the Mola mola to find out where they go and what they do when they are out of sight. Ask students why marine biologists would think this is important information.
Have students visit the National Geographic Crittercam and the Monterey Bay Aquarium's live webcam exhibits. Allow a few minutes for students to click on the different camera exhibits and then ask them to share what they saw. Ask students why these resources are popular. Do students think that it is interesting to watch what animals do when no one is around? If students did not see anything of interest during their exploration, ask them what they thought they might have seen. Ask students: What do animals do when we can't see them?
Have students brainstorm ideas for tools they could use to follow animals. Then, have them visit the Monterey Bay Sustainable Seas Kelp Forest virtual dive to see what can be learned from another piece of technology developed for underwater exploration—the DeepWorker submersible.
Activity 3:
Tell students that marine biologists don't just use these technologies to learn about plants and animals that are already known. Technological advances are also helping us discover new animals. Show students some of the pictures of newly discovered species available on the Census of Marine Life site. Then, let them spend time exploring the SeaWorld virtual aquarium to learn more about lesser-known species.
Closing:
Divide students into groups of five or six and have them use what they've learned about marine biology to create murals that depict some of the better and lesser known species. Encourage groups to include images that illustrate the uses of technology and the types of work that marine biologists do.
Suggested Student Assessment:
Have student groups share their murals, with each student describing at least one aspect of the picture. Presentations should include reference to marine biology as a career, the types of sea creatures that have been discovered, and the ways in which technology can help further sea exploration.
Extending the Lesson:
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