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Overview:
This lesson will introduce students to the concept of ecosystem monitoring, using environmental monitoring efforts in the Monterey Bay and the Gulf of the Farallones national marine sanctuaries as examples. Students will share their ideas about the importance of ecosystem monitoring and what it entails. They will then research monitoring efforts in Monterey Bay, noting the many aspects of the sanctuary ecosystem and the different methods used to monitor these various components. Students will consider monitoring efforts by citizen scientists participating in Beach Watch and high school students monitoring the rocky intertidal and sandy beach ecosystems in the Gulf of the Farallones National Marine Sanctuary. They will then compare and contrast the monitoring efforts in the two locations. After discussing the importance of monitoring in these sanctuaries, they will consider a local protected area and devise a monitoring plan to track the health of this ecosystem into the future.
The goal of this lesson is to get students familiar with environmental observations and ecosystem monitoring. After they discuss ecosystems and monitoring, and then explore real monitoring efforts in the Monterey Bay and Gulf of the Farallones sanctuaries, students will devise a plan to help monitor a protected (or unprotected, if none exists) natural area near their school. Plans will be developed based on what they learned from the two national marine sanctuary monitoring programs and the LiMPETS program, and as an extension students can put their plans into action in the field.
This lesson is one in a series exploring the history, biology, and ecology of the National Marine Sanctuaries. It was developed for National Geographic's Oceans for Life program, in collaboration with and with support from the National Oceanic and Atmospheric Administration.
Connections to the Curriculum:
Geography, ecology, biology, history
Connections to the National Geography Standards:
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Standard 18: "How to apply geography to interpret the present and plan for the future"
Ocean Literacy: Essential Principles and Fundamental Concepts (PDF, Adobe Reader required)
- Principle 1: The Earth has one big ocean with many features.
- Principle 6: The ocean and humans are inextricably linked
National Science Education Standards:
- A: Abilities Necessary to do Scientific Inquiry: "Use appropriate tools and techniques to gather, analyze, and interpret data."
Time:
Three to five hours
Materials Required:
- Computer with Internet access
- Other materials: Science journals
- Seating arrangement: whole class, small group, and pairs
- Maximum number of students: no limit
- Keywords: ecosystem, environmental monitoring, scientific observations, national marine sanctuary
- Preparation: Preview the embedded Web sites
Objectives:
Students will:
- define ecosystem;
- describe examples of ecosystem monitoring;
- explore the monitoring efforts in Monterey Bay and Gulf of the Farallones national marine sanctuaries; and
- given the city monitoring project scenario, develop an ecosystem monitoring plan that explains the rationale for ecosystem monitoring, the methods for monitoring based on research, the people involved in the project, the steps of the monitoring plan, and the benefit of the monitoring project to the area.
Geographic Skills:
Asking Geographic Questions
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:
Begin by reviewing or explaining the concept of ecosystems. If this is a new concept for the students, you may want to begin with a discussion of the ecosystem around the school. Then explore the concept of monitoring with the class. First, complete a free-form concept web with the word monitor in the center. Encourage students to give examples of any type of monitoring with which they are familiar (blood pressure, hall/lunch monitor at school, baby monitors, security systems, etc.) and then discuss the job of these monitors and their purposes. Work with students to come up with general definition of monitoring, and then use classroom references to compare their definition with the dictionary definition. Finally, have students hypothesize about the definition and purpose of ecosystem monitoring.
Development:
Ask students to discuss their ideas about the importance of environmental observations and ecosystem monitoring. Have students visit the LiMPETS Web site to find information about what ecosystem monitoring entails and what should be considered when beginning an ecosystem monitoring project. At the end of the discussion, explain/discuss that ecosystem monitoring is an important tool for tracking changes over time, assessing environmental risks, and detecting environmental threats early on, etc.
Show the Gulf of the Farallones video about how people have become involved in environmental observations and ecosystem monitoring. Ask students to identify the components of ecosystem monitoring and to notice how their definition is supported by what they see and hear. Discuss their ideas about the importance of monitoring and its role in sustaining the environment.
Next, have students work in pairs or alone to research the monitoring efforts in Monterey Bay and Gulf of the Farallones national marine sanctuaries focusing on the rocky intertidal and sandy beach ecosystems. Additional information regarding monitoring procedures can be found at the LiMPETS Web site. Ask students to concentrate on the monitoring programs at these two sanctuaries and to record any notes related to the following questions as they explore both sites:
- What steps are taken in the monitoring programs?
- Who is involved in monitoring?
- What are the time commitments of the people involved?
- What methods do the people use in monitoring?
- What data are collected?
- How are the data used?
If you would like students to focus on one area (e.g., beaches, water quality, marine mammals, etc.), have students explore that section (beaches, for example) at the Monterey Bay National Marine Sanctuary Web site and the LiMPETS Web site to identify types of monitoring and methods for the selected area. After exploring the two sites, have a group discussion and share ideas and responses to the questions. Then have students create a Venn diagram that compares/contrasts the monitoring efforts done at the Monterey Bay and Gulf of the Farallones national marine sanctuaries. Once the diagrams are finished, discuss the information in each area of the diagram.
Ask students if there are any areas near the school that could benefit from monitoring. Next, have students brainstorm in small groups to select an area (you may suggest some including a small park, school courtyard, picnic area, etc.) and then write a "brief"—a summary to show others the reasoning behind your selection—to present to the class. Once each group presents, decide (as a class) which area should have an ecosystem monitoring plan. When discussing the area to monitor, it may be useful for the class to discuss potential subjects for monitoring, such as animals, plants, litter, traffic (foot and vehicle), pattern of use, etc.
Closing:
Tell students that the city (or county) can only fund a few monitoring projects and that they must convince the local authorities that their selection is the most worthwhile. Have each group develop an environmental monitoring plan for the selected local area. Remind students to use what was learned from the monitoring programs in the Monterey Bay and Gulf of the Farallones national marine sanctuaries. Each plan should be 150–250 words and should answer these questions:
- What is the rationale for monitoring? In other words, why does this area need ecosystem monitoring?
- What methods will be used? How will the area be monitored?
- Who will do the monitoring?
- What steps are involved in monitoring this area? (list at least 3 to 5 steps)
- What will the benefit(s) be from this monitoring? What will be achieved?
This lesson plan was prepared by the National Geographic Society under award #NA04NOS4290216 from the National Oceanic and Atmospheric Administration, U.S. Department of Commerce. The statements, findings, conclusions, and recommendations are those of the authors and do not necessarily reflect the views of the National Oceanic and Atmospheric Administration or the Department of Commerce.
Suggested Student Assessment:
The monitoring plan can be assessed based on adherence to the criteria set forth above.
Student participation in discussions and ability to work in cooperative groups can also be informally assessed through observation.
Extending the Lesson:
- Students can complete the ecosystem monitoring project discussed in their plan.
- Students can explore how scientists have used satellite images of lights at night to map the spread of urban areas and monitor its impact on ecosystems by checking out NASA's Lighting Up the Ecosphere feature. In addition to reading an article and viewing maps, students can listen to an audio version of the article.
- Have students read about the Center for Innovation in Engineering and Science Education's Global Water Sampling Project (or other similar project), in which students compare water quality of local water streams, lakes, etc. with other fresh water sources around the world.
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