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Overview:
People's perceptions of places and regions often influence what happens to those places. The creation and upkeep of the U.S. National Parks system emphasizes the importance that American citizens place on preserving the natural landscape, flora, and fauna of North America. Forest rangers, environmentalists, public policy specialists, and law enforcement agents all have influence over what happens to the lands and wildlife of these parks.
Similarly, oceanographers, marine biologists, and many others are hoping through their work to have a profound influence over what happens to our oceans' ecosystems. This lesson will help students learn more about recent advances in the study of sea life and how the people who do it may ultimately affect the sea—its health and inhabitants.
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:
Two to three hours
Materials Required:
- Computer with Internet access
Objectives:
Students will
- read about the life and work of Tierney Thys;
- describe how Thys's perceptions of sea life influence the work she does;
- identify and describe advances in technology that help lead to a broader understanding of sea life; and
- describe how learning about species' habits and migratory patterns can have an influence on industries that either rely on or have an impact on the Earth's oceans.
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, one of the National Geographic's Emerging Explorers of 2004, has made it her life's work to learn more about inhabitants of the sea in order to find ways to preserve the life and health of the oceans. Her work and the work of many others, combined with significant advances in technology, is providing information that may help people work within ecosystems to meet human needs while still preserving those ecosystems.
Development:
Ask students to name some of the "coolest" technological advances of the last few years and how things are different from when they were young (perhaps kindergarten). (Examples may include cell phones, tablet PCs, commercial spaceflight, robotic houses, etc.) Ask them why and how these technological advances are made.
Tell students that National Geographic Explorer Tierney Thys is a marine biologist who uses a variety of technologies to study the giant sunfish (Mola mola). Explain that technological advances like those used by Thys can help us learn more about marine ecosystems, and can help conservationists and businesspeople work together to meet human needs while still preserving the environment.
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 view of her work.
After students watch the profile, ask them how Thys understands the importance of perception and perspective in her work. (In particular, Thys comments on how the technology applied to tracking the Mola mola gives researchers the same "perspective" as the fish and that the "tags" can offer scientists a perspective previously unavailable to them.)
Activity 2:
Have students visit the Census of Marine Life and Monterey Bay Aquarium's Research and Conservation sites to learn more about ocean study and conservation efforts. Ask them to pay attention to the technologies used in the efforts, and how different technologies provide different information.
Have students use the Interactive Venn diagram: Tracking Animals Under the Sea to learn more about technologies used in ocean study and how they benefit marine biology and conservation efforts.
Activity 3:
Have students read just the introduction of Thys's research paper, titled "Marine Animals: The Next Generation of Autonomous Underwater Vehicle?" (PDF, Adobe Acrobat Reader required) to learn more about a specific technology tool being employed to track migratory patterns of the giant ocean sunfish—pop-up satellite archival tags (PSATs). (Another link for more basic information on this tool is available at the Census of Marine Life site.)
Tell students that they will learn more about how this particular technology can have a positive impact, not only on the fish, but also on human industry and its efforts to work within the constraints posed by the environments and ecosystems that surround it.
Have students work in teams of two or three. Each team should pick either "Strange Days, Episode Four" or "Tracking Ocean Sunfish" to read, and then conduct more Internet research into the interaction between marine life and one of the industries presented (farming, agriculture, fishing). Have students prepare a brief summary of one of the two primary issues discussed—bycatch or waterway contamination.
Sea Studios: National Geographic's Strange Days on Planet Earth (Episode Four)
Tracking Ocean Sunfish, Mola mola, with Pop-Up Satellite Archival Tags
Summaries should include an evaluation of the problems caused by the bycatch or contamination, and the ways in which learning more about animals' habits can help industrialists prioritize their environmental work.
Closing:
Remind students that having the PSATs is not the end result. It is what is being, or could be, done with the technology that is of most value to geographic and environmental study. Ask students to brainstorm ways that PSATs could be used to provide valuable information in these and other areas. Allow students to do Internet research to find out what other work is underway using this technology.
Suggested Student Assessment:
Ask students to design an invention they could create to help people understand more about the natural world and how people can improve their lives without harming the environment. Have students refer back to the underwater tracking tools they learned about in the lesson for some examples.
Students should identify a problem or challenge and invent a tool that could help provide information that can solve the problem. Classroom presentations should include the reasons for the invention as well as details about the information it can provide.
Extending the Lesson:
- Have students search for more information on ocean studies and ocean animal tracking projects. Some sites to get students started are:
Monterey Bay Aquarium
NOAA National Marine Sanctuary Program
PBS: The Voyage of the Odyssey
Dolphin Quest
- To extend student learning about problems associated with waterway contamination, have them visit the Monterey Bay Aquarium's Seafood Watch: Seafood and Your Health page. Students should read the "Seafood and Your Health" fact sheet to learn about the effects of industrial pollutants on oceans and the impact pollutants have on health. For students who enjoy seafood, the Got Mercury? interactive tool, developed by the Turtle Island Restoration Network, will calculate levels of mercury found in different types of fish, which can help students make informed choices about seafood consumption.
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