Cover Table of Contents Introduction Background Investigation 1 Investigation 2 Glossary Teacher Resources Curriculum Evaluation Credits |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Investigation
1 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Guiding
Question What Sanctuary resources might be affected in
the advent of a large-scale oil spill? Materials NOAA's National Marine Sanctuaries
for each student group (see Teacher
Resource book volume 1) Oil Spill
Scenario & Presentation Guidelines,
one set for each student group Monterey Bay National
Marine Sanctuary (MBNMS) Map, one for
each student group Overhead Projector and transparency
markers for presentations Access to the Internet
(optional) Paper for student journals or lab
notebook. Full-sized color poster of MBNMS,
available from the MBNMS office.
Contact Karen Grimmer;
karen.grimmer@noaa.gov, (831)
647-4253 * Prepare overlays by photocopying
masters onto transparencies. Discussion What Makes Monterey Bay National Marine
Sanctuary Special? Monterey Bay, the
largest of NOAA's marine sanctuaries,
hosts a rich array of habitats. Within its
boundaries lie rugged rocky shores, lush
kelp forests, and one of the deepest
underwater canyons on the west coast. The
canyon cuts more than 3,500 meters (2
miles) deep and reaches nearly 100
kilometers (60 miles) out to sea.
Sanctuary habitats abound with life, from
tiny plankton to huge blue whales. With
its great diversity of habitats and life,
the sanctuary is a national focus for
marine research and education program. Habitats Sandy beaches Submarine canyon Rocky shores Pelagic, open ocean Kelp forests Wetlands Key Species Sea otter Brown pelican Gray whale Rockfish Market squid Giant kelp Cultural Resources Indian midden sites Naval airship USS Macon Latitude and Longitude: 36° N 122° W Web Site Address: Procedure: Part 1: What is a Marine Sanctuary? On the board or overhead projector,
write the words "marine sanctuary." Tell
students that 13 national marine
sanctuaries have been set aside in the
United States since 1972. Using the National Marine Sanctuaries
Background Information sheet as a guide,
describe to your students why marine
sanctuaries were established and how they
are managed. Start them thinking about
what marine sanctuaries are--establishing
what they already know and encouraging
them to ask and answer their own questions
about sanctuaries and the marine
environment. Discuss with students the role of
national parks, both on land and at sea,
as special places that preserve algae,
plants, and animals, the habitats in which
they live, unique landforms, and
recreational opportunities for people.
Compare the establishment of the first
national park, Yellowstone, in 1872 to the
establishment of the first national marine
sanctuary, the sunken ship Monitor, about
one hundred years later. Part 2: Using the MBNMS Map for an
Investigation Using the poster-size MBNMS Map, as a
class, look at the scale and color bars in
the bottom left corner. Identify which
colors are urban areas (gray), ocean
(light & dark blue depending on
depth), low-lying croplands and coastal
wetlands (green). Identify some of the dominant features
of the map. These might include Monterey
Bay, the city nearest your school, the
mountain ranges (Santa Lucia, Gabilan,
Santa Cruz, & Diablo Range), the
undersea canyons (Soquel, Carmel, &
Monterey), rivers leading to the Sanctuary
(Salinas, Pajaro, & San Lorenzo), and
Highway 1 and 101. Discuss the use of Geographic
Information System (GIS) as a
technological tool for creating maps and
analyzing areas spatially. Using an
overhead projector and transparency copies
of GIS overlay sheets, briefly look at the
different types of data that scientists
have collected. For More GIS information
see: http://sustainableseas.noaa.gov/missions/channel2/background/gis.html Explain that these images are created
from distinct GPS (Geographic Positioning
System) data points that are input into a
computer in units of longitude and
latitude. Lay the GIS transparencies on top of
each other to demonstrate how GIS data is
considered multi-dimensional or spatial.
These overlays will be the informational
sources that students will use during
their mock public meeting
presentations. Discuss the importance of monitoring natural areas in order
to identify if changes are due to natural or human disturbances.
Please refer to "Ecosystem Monitoring
in the Sanctuaries". NOAA
ANNOUNCES $50,000 GRANT! In response to today's environmental
disaster - when 300 million liters of
crude oil spilled in the Monterey Bay
Sanctuary - the National Oceanic &
Atmospheric Administration has directed
$50,000 toward emergency aid. At 7:00 pm tonight there will be an
emergency public meeting at the town hall,
to consider where the funding will go and
what actions the public can take to
protect our coast and resources. In order to have a voice in how the
funding is allocated, present your case to
the Monterey Bay Sanctuary Advisory
Council, and they will make the
appropriate recommendations to NOAA. If interested in speaking, please
prepare a 5 minute presentation with
supporting graphics. You may sign-up upon
entry to the meeting. At the close of the
meeting, the Council will announce any
relevant actions and their funding
recommendations. Please Join in this important
effort! Students will represent six different community
groups. (See Oil Spill Activity Cards.) The groups are: The last four groups will present their
perspective to the Council on how to mitigate (or
reduce) the negative environmental and economic
impacts that might occur due to the oil spill
event. * IMPORTANT NOTE! There is a grant of
$50,000 that will be allocated to the community for
dealing with the oil spill's impact. Divide the class into six groups. Each
group should receive one of the six
Activity Cards, an Oil Spill Scenario
sheet, and a Presentation Guidelines card.
The cards will explain each group's roles
and responsibilities. Read the NOAA $50,000 Grant
Announcement (see following page) to the
class. Have each group discuss the
concerns and answer the questions raised
on its activity card. Have each group give a five minute
presentation to the Sanctuary Advisory
Council following the rules listed in the
Presentation Guidelines handout. "On January 9th, 2000, a
350 meter cargo freighter
______________________ (your
school name),was traveling in a
dense fog, gale winds and heavy
seas. At 9:00 pm, the freighter
collided with an oil tanker
called _____________________
(another school) which was
carrying 300 million liters of
crude oil. The bow of the
freighter was slightly damaged,
but was in no risk of sinking.
The oil tanker, however,
sustained heavy damage to its
midsection. It was leaking oil
into the ocean and is in danger
of sinking." The US Coast Guard station
in Monterey received a distress
signals from both ships and
informed the MBNMS of the
disaster. Here are the details of
the situation. Tanker
Position: Latitude: 36
degrees 40 minutes
north Longitude: 123
degrees 10 minutes
west Wind
Speed: 35 knots from the
NW Sea
Condition: 5 meter
waves Vessel
Damage: Oil from both the
cargo freighter and the
tanker was seen on the
surface. The oil tanker
was definitely sinking.
The freighter was dead
in the water The Sanctuary Advisory
Council is composed of 20
federally-appointed
representatives from government
agencies, local institutions, and
user groups (diving, fishing,
harbors, agriculture) concerned
with the resources of the
Monterey Bay National Marine
Sanctuary. One student group will
represent the council members,
and will sit in the front facing
the rest of the audience. Their
role is to advise NOAA on issues
important to the community.
Your stakeholder group must
develop and present a clear and
persuasive argument to the
Council members. You want them to
clearly understand what your
needs are, and why you deserve a
good portion of the $50,000 that
is available. The funding is
available for clean-up efforts,
research and monitoring, and to
help mitigate (reduce) the
negative effects of the spill.
PRESENTATION RULES Each team will have
five minutes to present its case
to the Sanctuary Advisory Council
(SAC). Your presentation
should be colorful and
informative and include the use
of color graphics such as the
poster-size map and/or GIS
overlays with an overhead
projector. Look through the GIS
overlays to find those of
importance to your group. Explain
why those particular resources
are most important to your
community group, and how they are
or will be affected. At the closing of
each presentation, there will be
five additional minutes allotted
for questions and comments from
the rest of the audience who have
come to participate in this
public meeting. At the conclusion of
all the presentations, the SAC
will then deliberate and inform
the audience of the
recommendations it will provide
to NOAA. NOAA will then allocate
the funds accordingly.
a PDF version of these images can be found in the
fullcurr.pdf document (2.7mb) |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Home | Introduction | Visitors | Education | Research | Protection | Calendar | Foundation | Search Credits For comments or question please refer to the Webmaster Last modified on: Jan 15,
2000 |