Ecological WebQuest using Google Earth

I finished my PBL for my 75 hour clinical and it seems to have been a success.  The URL to access my WebQuest if you are interested in using it in your classroom is:
https://sites.google.com/site/ecologicaldisasters/

The students really like using Google Earth to look at an environmental disaster.  The response was that 1st - it made it easier to view the disaster than reading about it in a textbook.  2nd - a textbook wouldn't be up-to-date with a current view of the Aral Sea.  I think there was an overwhelming response that Google Earth made this lesson exciting.  The students could explore the areas; see the posts the public has made; look at ship wrecks and the town; see the Biological Weapons Base...  This lesson plan worked. 

The lesson below is only an outline; the URL for the WebQuest that contains current links is:  https://w.taskstream.com/Lesson/View/D6BF73F4C99496D0A60AF17F41EB696B

Ecological Disasters WebQuest

Author:Jaime Ford
Based on lesson by: Jaime Ford
Date created: 03/05/2012 8:21 AM EDT ; Date modified: 03/22/2012 5:52 AM EDT

GENERAL COMMENT AREA
General Comments
Basic Information
Subject(s)	Biology, Science
Topic	Ecological Disasters
Time/Period	5 to 7, 50 minute class sessions
Grade/Level	Grade 10
Objective	Define ecology and man-made ecological disasters Find a coordinate of an ecological disaster using Google Earth Discover the reason the coordinate is defined as one of the world's worst disasters from an assigned scientific field Use the terms abiotic, biotic, limiting agent and carrying capacity while defining the location of the ecological disaster Use the technology Arc GIS to create a map
Assessment/Rubrics	Starter Question - 1 point/question (based on participation and paper record) Google Exploration/Observation - 10 points (based on content/completion and higher level thinking) Research - 10 points (based on content/completion and higher level thinking) Arc GIS - 10 points (based on content/completion and higher level thinking) PowerPoint Presentation - 20 points (see attachment called Presentation Rubric) Attachments: Presentation Rubric
Materials	Materials and resources: Observation and Research (Lab) Paper Technology resources: IE Explorer, Google Earth, Arc GIS Mapping Service, and PowerPoint Students will work in groups of 3 to 4
Content Specific Requirements	Students will become familiar with using Google Earth, Arc GIS, and PowerPoint
Standards and Key Concepts
Content Area Standards	Display: Collapse AllExpand All WV- West Virginia Content Standards and Objectives Subject: Science Grade or Course: Biology Standard: SC.S.B.2 Content of ScienceStudents will Objective: SC.O.B.2.18 evaluate environmental factors that affect succession, populations and communities. Objective: SC.O.B.2.19 propose ecosystem models that incorporate interactions of biotic and abiotic environmental variables (e.g., biogeochemical cycles). Objective: SC.O.B.2.22 analyze graphs, GIS data and traditional maps reflecting changes in population to predict limiting factors in ecosystems as they determine carrying capacity.
National Standards	A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.
Essential Questions	Most ecological disasters are not a result of nature but instead are created by man's hands. What are ecological disasters? How extreme do humans have to go before it upsets the natural ecological balance? Are ecological disasters reversible?
Instructional Process
Introduction	Brief introduction to finding ecological disasters using Google Earth. Share a few family kayaking photos and brief synopsis of the view of Mallow's Bay from Google Earth. Mallow's Bay went from ecological disaster to success. (see attachment below: PowerPoint Intro) Exploration: exploration phase can be found as part of the WebQuest https://sites.google.com/site/ecologicaldisasters/Home/process 1. Type 45N 60E into the Search or “Fly to” box on Google Earth and click "Search". Wait for the Earth to quit spinning and come to a complete stop. 2. The picture may be zoomed in too far. Use the (+/-) slider bar to zoom out enough to see a good aerial view of 45N 60E. This should be a clear image. --> Observation #1 - What do you and your group believe you are viewing at this location (example: desert, forest, ocean, town, etc…)? 3. The tool bar across the top of Google Earth contains several different pictures or icons. Choose the icon that looks like a clock (see picture below). A time line bar will appear that has a date range from December 1973 to November 2011. 4. Slide the time line bar to December 1973. --> Observation #2 - What does this location look like? 5. Slide the time line bar to December 1986. --> Observation #3- Does the picture change? How does it change? 6. Continue this process sliding the time line bar to December 1999, September 2003, October 2006, and September 2009. --> Observations #4 - Is the picture still the same? If not, what changed? 7. Continue sliding the time line bar until you reach present day August 2011. --> Observation #5 - How does this Google image compare to December 1973? 8. Now that you are back to present day, close out the timeline bar and begin exploring the area around 45N 60E. You can do this by "grabbing" or left clicking the mouse to move the Google Earth image. 9. You and your group should see several information tags/icons that look like a blue “i” along with square picture tags. If the "i" tags do not appear this means that the correct layer has not been selected for optimum viewing of all information. Go over to the bottom left corner of the screen under the title "Layers" and scroll down until you see "Gallery" and click. Under "Gallery" scroll down until you find "Google Earth Community" and click to turn it on. At this point "i" tags or information tags should be visible on Google Earth. 10. Pass your mouse pointer over the "i" icons and phrases will appear such as, "Military Base?", “Ship waiting for water...”, "possible shipwreck", “Biological Weapons Base”, "Dead Ship Cemetary", "Landlocked Ships", etc... Click on these icons to see if there is information or pictures available to view. Take your time and tour the area to see what you and your group can find to help you on your quest. -->Observation #6 - Have you noticed that many of the information tags are in another language? See if you and your group can figure out what language this may be. **Note: It is okay to click on these tags. Although the tags are in a different language they may have pictures that are useful.** 11. If you have not found the information tag labeled "The dying Aral Sea" copy and past the location 46°10'0.92"N 61°11'41.02"E into the Google Earth search bar. This should bring you to the location. Does it look brown and blotchy? If so then you have arrived at the correct spot. Click on the "i" tag to find out more about this location. -->Observation #7 - Write in your own words what has happened in this particular spot. 12. Another good location to view is the "Dead Ship Cemetary". If you have not found it in your personal tour copy and past the location 46°10'0.92"N 61°11'41.02"E into your Google Earth search bar. Once Google Earth has found this location hover over the tags until you find it. Once you do, double click on the tag. A gallery of six photos should appear. View each photo and take notice of where the boats are placed. -->Observation #8 - Where does it look like the boats are sitting? Is this a natural setting for a boats? How did the boats get into this location? 13. Next locate the "Seaport on dry land". The location is 46°47'37.28"N 61°40'11.43"E if you need to copy and paste. In this vicinity are other "Dead Ports". Tour this area. -->Observation #9 - If this area at one point in time had ports and docks, what kind of economy would the people rely on? What do you think are the implications of having dry docks on this town's economy today? Attachments: PowerPoint Intro
Procedure	Concept Development (see attachments for lab papers which consist of each scientific role: Ecologist, Biologist, Economist, Agriculturalist, Conservationist, Historian I, and Historian II): Can be found in the Procedure section of the WebQuest https://sites.google.com/site/ecologicaldisasters/Home/process Phase III: Research *In this section students take the role of Ecologist, Biologist, Economist, Agriculturalist, Conservationist, and 2 different Historians Phase IV: Arc GIS Mapping *Students us Arc GIS Mapping to express their findings from the research section Concept Application: Can be found in the Procedure section of the WebQuest https://sites.google.com/site/ecologicaldisasters/Home/process Phase V: Creation You have now explored one of the world's largest ecological disaster using Google Earth; it is time to move on to the creation phase so that you can present your findings to the scientific community. 1. You and your group can now begin organizing the information you have collected on your lab sheet, making sure to use information that exemplifies or emphasizes what makes this location an environmental disaster from the view of your groups scientific field. 2. Once you have chosen several facts it’s time to choose pictures for your PowerPoint Presentation “poster”. **Note use your research questions as a guide for you important facts.** 3. *Remember* you have to include at least one snapshot from Arc GIS Map. 4. For your remaining pictures you can use the Google image search engine. This location has several images that can be used for your PowerPoint “posters”. As a group, use the image search engine to support the facts that you have decided to use. Once you have chosen an image you can save it to your desktop by placing your mouse cursor over your image and then right clicking. A menu will appear. Choose “save image as”. Your computer will then give you a choice as to where you want to save your image. Make sure you save it somewhere you can find it later. The best place would be to your desktop. Your group should choose at least 2 images from the Google image search engine. 5. Now that you have collected your facts and images, it is time to start your PowerPoint “poster”. Arrange your artifacts anyway you would like to best represent your location. Make sure to use all PowerPoint has to offer to your advantage. In PowerPoint you can create backgrounds, shapes, word art, etc... All this can be used to make a unique and colorful presentation “poster”. 6. On a second slide place a "Source Citation" for your 2 to 3 most important websites used during your research. If you need help citing a webpage use Son of a Citation Machine. This website is easy to use and with a few prompts your citation is done. Begin by double clicking "webpage" on the left hand side of the page. After this page appears follow the prompts to create your citation. 7. You will have 5-8 minutes to present your “poster” to the classroom. The goal is to make sure the class understands the devastation of the 45N 60E from your science field of study. Attachments: Agriculturalist Biologist Conservationist Ecologist Economist Historian I Historian II
Closure/Conclusion	Summarize human created ecological disasters. Discuss disrupting ecosystems and the biotic/abiotic factors, limiting agent, and carrying capacity. Discuss the technology used while researching the Aral Sea.
Responsive Strategies	Not needed in my classroom yet.
Resources
Text Book	N/A
Websites or other resources (if applicable)	Google Earth: http://www.google.com/earth/index.html ArcGIS: http://www.arcgis.com/home/ Son of a Citation Machine: http://citationmachine.net/index2.php?start=&reqstyleid=2&newstyle=2
21st Century Skills/ Technology	Student will learn to use Google Earth as a tool used to view the world in a scientific manner and as a beginning for research. Students will have hands-on experience with the ArcGIS mapping tool. Students will learn how to follow a WebQuest.
Daily Reflection (may be used for your Task Stream Journaling)
Daily Reflection	**Note: A Starter Question was given every day beginning the second day of instruction to activate knowledge from the prior day.** Day 1: Make sure to do a thorough initial run through for the Process section of the WebQuest. Students had many questions about the Observations. Day 2: Students seem to have trouble with the numbering of the Observations. Maybe they should correlate with the number in the Exploration. I should change this before I try this WebQuest again. Starter Question: What happens when a components in the ecosystem is gone? Possible Answers: Decomposers - Pile up of dead organisms, loss of nutrients in the soil; Predators - loss of key predator = take over from other harmful predators or too many prey; Prey - loss of food for predator; Plant - loss of food for herbivores. Day 3: Same as Day 2. The students are excelling at learning the content. In fact, they are teaching me things I did not know. *Note: I think in the future I am going to modify the application to be a Photostory instead of a PowerPoint poster. In this case we can upload the videos to a social media where their stories of the Aral Sea can be viewed by the world. This will make the students Ecologists for all intended purposes.* Starter Question: What are the effects of a human-made ecological disaster? Possible Answer: Breakdown in the ecosystem; endangered and extinct species Day 4: Students seem to enjoy GIS mapping. They are more creative than I am at figuring out how to implement it with the lesson. Starter Question: What two countries border the Aral Sea? Answer: Kazahstan & Uzbekistan Day 5: Students did not work on PowerPoint presentations over the weekend with the exception of a handful. No one was able to present a rough draft to me which set the presentation off another day. Starter Question: What are the causes behind man-made environmental disasters? Possible Answers: Laziness; Easy; War; Greed; Ignorance; Impatience Day 6: Worked on rough drafts of presentation Starter Question: Explain the Abiotic and Biotic factors in the Aral Sea. Day 7: Presentations. Many students did get the full meaning of the project. The ones that didn't, it was obvious that they did not put effort into the project. A few students surprised me; especially one that I thought would not gain anything from this project due to observations I made in the past. First he was able to show me things I had not see on Google such as the Biological Weapons Base on an island in the middle of the Aral Sea. Second, I saw him take the initiative to help his group with the premise behind the "poster". He put a lot of effort into this part. Third, his presentation with his group was perfect. Fourth, he had a lot of input into other people's projects. He asked questions and answered many other questions. When asked about this project, he seemed very receptive. I'm proud of that. I also urged that the students look at Google Earth in another 10, 20 years to see if the Aral Sea has changed at all. I'm not sure if they will but I hope that the way this lesson has gone that possibly it will stick and if they hear it in the News they will think back to what we did. In the future if I continue to do a "poster", it may be helpful to turn to pixton.com. This website seems to have a lot to offer when creating posters or comic strips. Starter Question: What is the primary limiting factor in the Aral Sea. Secondary?

Reading and Writing Across the Curriculum ~ Double Entry Journal #10

In a blog posting briefly describe why it is the responsibility of all teachers to provided writing instruction for their students.

Without reading the article I can state why reading and writing is important in the field of science. Being able to read scientific textbooks, journals, articles, and so forth are challenging on its own. Being able to interpret what is being read is even more difficult. Science is a rather abstract subject and making sense of scientific mumbo jumbo as I like to call it can only be approached by the science teacher. After all, the science teacher is really the only one qualified to teach students how to read science textbooks, journals, and articles. Recently during my clinicals I had to teach 10th graders how to take a science journal and skim the article for keywords. The article was too long to read and absorb on a 10th grade level, therefore breaking the article down was essential especially in a 50 minute time period. 

The next point I would like to make is that science teachers also have the duty of teaching students how to read scientific data tables and graphs. It is one things to create a graph but being able to read the graph and interpret is a higher level of thinking. Often this level is not reached, not even in college. I believe science teachers forget that this skill is a literary skill and that no one else is more qualified to teach it. 

Writing in science is another skill that is highly important. Getting students in the mode of being scientists in the science classroom is a skill I've been working on in my science classroom. As a scientist in the community, being able to communicate your findings is often done in written form. Without the proper skills and techniques of writing, communication fails. When communication fails, the scientist's findings might as well be null and void. You'd literally be laughed out of the scientific community. Your findings certainly aren't going to be published in a journal or article. Properly done, the science teachers should be able to begin showing proper techniques of writing in science which in turn will prepare the student for the university level and so forth and so forth. I can't express how many times students enter the university level and can't write a science report. The students who lack these skills have a lot of catching up to do before they can move to a higher level.  

This is purely my point of view and I can't see that this isn't the case all the way across the curriculum. 

Quote:
Students who can read with clear comprehension and write effectively about a given subject matter will learn the material much more thoroughly than those who do not. (NCTE, 2011)

Reaction: 
I completely agree with this quote. There are certain techniques required to make an subject easier to read and comprehend such as being able to skim and scan; summarize after a few paragraphs or a chapter; finding key words; looking for headings which will help summarizing techniques; and so forth. In science, in particular this is the best way to cut through the science mumbo jumbo to find the important parts. Without these skills it is easy to get hung up in the first few paragraphs of any science literature. Being able to relate the information back in written form shows a certain amount of comprehension. I honestly believe that this eliminates a lot of the need for memorization. 

Quote:
Yet, as research shows, reading and writing cannot be learned once and for all; these skills represent complex arrays of capacities that vary from one discipline to another. Reading and writing in science is not the same as reading and writing in social studies or a technical subject like drafting. (NCTE, 2011)

Reaction:
Exactly! This information supports my opinion above. Reading and writing varies from one subject to the next. I know that I am not qualified to teach literacy in English or History but I know and feel positive that I can in Science.

Name and describe four research-based strategies to support writing instruction for students.

1. Low stake writing assessments - Break down the assessments in to key words, summarize a topic, or outline a procedure. This process gets away from the tedious long assessments that can really weigh on the student. It instead gives them quick practice sessions in reading and writing.
2. Multiple forms of feedback - Switch gears from traditional grading to peer responses, class discussion of samples, and one-on-one conferences. This helps the student view their writings from a few different perspective and builds meta cognitive skills.
3. Employ a variety of levels of reading difficulty - This technique boils down to scaffolding. If the students are always bombarded with difficult texts, especially those above grade level (such as the textbook), then they are not given the chance to practice skills at their own level and build from there.
4. Employ variety in texts and their presentations - the science classroom in particular should give students a chance to read a variety of science magazines, digital text that can be found easily on the Internet, short journals that sources such as LiveScience puts out on a daily basis (last weeks article was "New Hominid Found" which was barely a page long). Even Sci-Fi may be interesting to some students in a science classroom. Anything that grabs the attention of the student will help them practice their skills. And may even provide an interesting discussion in the classroom.

Related Source:

(sarahblaz, 2008)

This video represents the fact that unless we teach students to understand science based literacy then they will not have the skills to make informed decisions on their health, to understand the changing world around them, to make informed decisions about the ever changing environment (aka many ecological disaster are the result of ignorance), or to even make knowledgeable arguments.
Sources Cited:
NCTE. (2011). Reading and writing across the cirriculum. National Council of Teachers of English, 15-18. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0203-mar2011/CC0203Policy.pdf

sarahblaz. (Producer) (2008). Scientific literacy- science education for the 21st century [Web]. Retrieved from http://www.youtube.com/watch?v=X-elygXbo7s
 

Technology Survey

I gave the students a quick technology survey in the classroom I'm observing to find the limitations of what the students can and cannot do at home when it comes to homework assignments.  It also gave me an idea as to their interests online.  It may come in handy when creating lessons.  My results are base on 38 students in all:

Have a computer: 35

Internet Access: 34; 1 has access through his/her phone

Computer Uses
    *Homework:  30
    *Social Networking:  29
    *Games:  24
    *Other:  music; videos; news; personal research; shopping; weather; fishing forecast; online books; "other media"; and check grades

WebQuest Evaluation

I have graded the following WebQuest for Marine Mammals as follows using a Rubric:

WebQuest Rubric

Introduction into Marine Animal Populations and Habitats ~ Original Lesson Plan

**The following is the original lesson plan I created in November that I plan to modify and tweak into a WebQuest which I feel will be more effectively utilized.  The following is a link to my lesson plan complete with updates and attachments**

Introduction into Marine Animal Populations and Habitats
Author: Jaime Ford
Based on lesson by: Jaime Ford
Date created: 11/23/2011 7:46 PM EST ; Date modified: 11/28/2011 8:58 AM EST

GENERAL COMMENT AREA
Subject(s) Ecology, Science
Topic Introduction into Marine Animal Populations and Habitats
Time/Period two 45 minute sessions
Grade/Level Grade 6

Objective
 •Define ecology and the community/ populations of species
•Determine "human behavior impact" on marine animal species
•Explain the importance of tracking marine animals in science fields

Materials
•Materials and resources:
Paper to Record Data from Exploration portion of lesson
Computer or Laptop
Printer (if available)

•Technology resources:
IE Explorer, Printer
•The number of computers required is 1 per student.

Content Specific Requirements
Students ability to use the Internet and the scientific resources it can provide. Student will learn how to use the website http://whale.wheelock.edu/Welcome.html, including specific links to reach required goals. Students will be introduced to scientific data and how it can be read, as well as translated.

Standards and Key Concepts
Content Area Standards Display: Collapse All Expand All
WV- West Virginia Content Standards and Objectives Subject: Science Grade or Course: Sixth Grade Science Standard: SC.S.6.2 Content of ScienceStudents willObjective: SC.O.6.2.8 predict changes in populations of organisms due to limiting environmental factors (e.g., food supply, predators, disease, or habitat).

National Standards Biology: Ecology

Essential Questions In order to make more knowledgeable decisions about our uses of our environment, we must better understand it and the organisms which use this environment. To better understand animals we need to obtain information about their life histories including their long and short-term movements, as well as how their movements may be affected by changing environmental conditions. Therefore, what are the factors relating to marine animal migrations?

Instructional Process

Introduction
Exploration (See Attachment for Lab Paper):
1. Ask the class what causes marine mammals to migrate? Is there a pattern to their migrations? Discuss idea and address misconceptions.

2. If there are enough computer/ laptops available each student should be assigned to a station individually. Lab partners are not required.

3. Have students access http://whale.wheelock.edu/Welcome.html. This is an excellent resource website; inform students that we will be utilizing the Satellite Tracking Program for this particular activity or use the shortcut http://whale.wheelock.edu/whalenet-stuff/stop_cover.html.

4. For consistency, have students select "Stef" the Harp Seal as their marine animal of study.
•Have students note on their lab paper the type of marine animal they'll be researching and what her name is.
•Have students record who is involved in the research and tagging of Stef.
•Have students note on their lab paper what date Stef was tagged for research.
•Have students record Stef's data tagging number on their lab paper: 67593
•Have students find on this webpage the dates in which Stef's locations were recorded and note this on their lab paper as well.

5. Have students select Data Sheet from the Data and Maps directory.

6. At this point, the students should see a listing of Satellite Tagging Observation Data. At the top the students will see where Stef was released: Fortune's Rocks Beach, Biddeford, ME. Locate Maine on a map so that the students can visualize the starting point.

7. The data sheet may be overwhelming. Therefore review one set of data with the students before setting them free to explore. Explain the numbers on the data sheet and what it all means for example:
•Have students locate May 29, 2011 which is the 15th line of data on the observation sheet. Explain that the first number seen on the data sheet 067593 is the marine animal's tagging number as discovered earlier in step 4.
•The next piece of data contains the Date which is recorded in a possibly unfamiliar format : 29.05.11.
•Next explain that 02:43:20 represents military time meaning that this was recorded at 2:43 AM (and 20 seconds). At this point you may have to quickly explain military time to the classroom since further data is giving all around the clock.
•The next set of important data is giving in latitude and longitude and looks like: Lat1 : 43.372N Lon1 : 66.694W. At this point discuss with the class the difference between latitude and longitude lines using a map or globe and how together these 2 points can "pinpoint" a specific location on the grid.

8. After this tutorial, have students select 10 more random lines of data (between May 29th and July 21, 2011) and record the date, time (convert to civilian time if it is easier), and latitude & longitude on their lab paper.

9. After all 10 lines of data have been recorded have students go to the bottom of the Satellite Tagging Observation Data and select the link called Tracking Maps - "Seal Stef" (http://whale.wheelock.edu/whalenet-stuff/StopHarps-11/trackmap_Stef.html). This will automatically link students to a map in which the data from the satellite tagging observations have been transferred to show how the seal, Stef, has migrated from the beginning date to July 21, 2011.

10. If possible have students print out Stef's map.

11. Have students locate approximately where the beginning point, Biddeford, ME is according to this map. Mark the map with a star.

12. The path in which Stef moved is marked by date and a line connects each date showing her movement from Maine to Canada. Have students find their 10 points of data collected from the observation data and approximately mark each point on the map with a symbol. Out from the symbol write the latitude and longitude numbers in parenthesis.

13.  Have students report their results.

14. Did the students expect Stef to end up in Canada?

15. Is there a pattern to Stef's route?

16. Does Stef follow a pattern consistent with ocean temperature or any other enviornmental factors?

17. If time allows us this website to track another marine animal listed and follow the same procedure.

Attachments:
1.Lab Paper


Procedure
Concept Development: See Attachment (Marine Animal Populations) for PowerPoint Presentation

•Watch a sort video (~3 minutes) on the importance of tracking marine animals and the impact of marine ecology. http://www.youtube.com/watch?v=Ha8aBKlxSPc
•Discuss with the class the importance of tracking marine animals. What sort of things would scientists and researchers want to know about the animals they are tracking?
•Discuss that many types of marine animals are tagged such as dolphins and turtles. Discuss the particular history of the marine animal the class researched during the exploration phase of the lesson.
•Discuss the ecology of an area and how humans impact the communities or populations within the area.
•Discuss the importance of protecting the ecology of an area and its inhabitants. If an animal is forced into extinction does it affect the other population of species in the same area?
•Discuss what sort of ecological disasters could disrupt communities and populations of species.
•Have students watch how seals are tagged and discuss how humane the procedure is: http://www.youtube.com/watch?v=2SOh6roc3Rk

Application: See Attachment (Ecology of Marine Animals)

Attachments:
1.Ecology of Marine Animals
2.Marine Animal Populations

Closure/Conclusion Using the knowledge that you gained today summarize how humans can impact the ecology of marine life and why scientists tag marine animals.

Responsive Strategies
http://www.youtube.com/watch?v=Ha8aBKlxSPc Include a video of why scientists use tagging technology to monitor and track ocean life which ulitmately helps us understand ocean ecology and manage fisheries.

http://www.youtube.com/watch?v=2SOh6roc3Rk Include a video of satellite tagging as a visual aid. This may help students visualize the humane portion of tagging.

Resources

Websites or other resources (if applicable)
http://whale.wheelock.edu/Welcome.html (Whale Net)
http://www.nefsc.noaa.gov/ecosys/ecology/ProtectedSpecies/Pinnipeds/ (NOAA)

21st Century Skills/ Technology
Use of Internet Explorer, Scientific Data Readings, and Map Coordinates