Curricular Unit: Marine Mapping

Contributed by: Engineering K-PhD Program, Pratt School of Engineering, Duke University

Quick Look

Grade Level: 7 (6-8)

Choose From: 2 lessons and 2 activities

Subject Areas: Earth and Space, Measurement

A glimpse of some of the fish and marine life at the Bunaken Marine Park.
Students learn the importance of habitat mapping and animal tracking
copyright
Copyright © GFDL and Creative Commons CC-BY-SA-2.1 Japan. https://en.wikipedia.org/wiki/Marine_protected_area#/media/File:Bunaken_Marine_Park.JPG

Summary

The marine environment is unique and because little light penetrates under water, technologies that use sound are required to gather information. The seafloor is characterized using underwater sound and acoustical systems. Current technological innovations enable scientists to further understand and apply information about animal locations and habitat. Remote sensing and exploration with underwater vehicles enables researchers to map and understand the sea floor. Similar technologies also aid in animal tracking, a method used within science and commercial industries. Through inquiry-based learning techniques, students learn the importance of habitat mapping and animal tracking.
This engineering curriculum meets Next Generation Science Standards (NGSS).

Engineering Connection

Students learn how technologies developed by engineers are improving the ability of scientists and other researchers to learn about the unknown frontier of marine environments.

Unit Overview

Lesson 1, Habitat Mapping, and its associated activity, Map That Habitat, is an introduction to habitat mapping and how technology aids in the process.

Lesson 2, Marine Animal Tracking, and its associated activity, Acting Out Animal Tracking: Map-a-Buddy, is an introduction to the ideas and implications of animal tracking, such as those found within science and commercial industries.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. (Grades 6 - 8)

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This unit focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

Alignment agreement:

Biodiversity describes the variety of species found in Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health.

Alignment agreement:

Changes in biodiversity can influence humans' resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.

Alignment agreement:

There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Alignment agreement:

Small changes in one part of a system might cause large changes in another part.

Alignment agreement:

The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time.

Alignment agreement:

Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.

Alignment agreement:

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Unit Schedule

Contributors

Kimberly Goetz, Nicholas School of the Environment; Jonelle Stovall, Pratt School of Engineering; Melissa Sanderson, Pratt School of Engineering; Heather Kerkering, Nicholas School of the Environment

Copyright

© 2013 by Regents of the University of Colorado; original © 2005 Duke University

Supporting Program

Engineering K-PhD Program, Pratt School of Engineering, Duke University

Acknowledgements

This content was developed by the MUSIC (Math Understanding through Science Integrated with Curriculum) Program in the Pratt School of Engineering at Duke University under National Science Foundation GK-12 grant no. DGE 0338262. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.

Last modified: February 17, 2018

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