Education

in collaboration with Oikonos Ecosystem Knowledge

Grade Level • 6-8, with options for 9-12

Timeframe • Two 45-minute class periods

Materials • Student worksheets • Albatross tracking data tables –

use a different track for each pair / group of students (12 unique tracks provided)

• Advanced Shearwater tracking data table

• Lesson 2 Presentation

Key Words • Satellite Tracking • Albatross • Migration and Breeding Season • Latitude and Longitude

Activity Summary Albatross are seabirds that make long ocean journeys, foraging for food to feed themselves and their chicks. In this lesson, students will practice their mapping skills by plotting the actual locations of albatross tracked by satellites. These explorations will also give students examples of the close links between science and technology, as well as the dynamic nature of research. Students will begin the lesson by observing some albatross migration routes, and then plotting authentic satellite tracking data. Next, students will read about satellite tagging and the advances in seabird research that have been made thanks to the advent of this novel technology. They will also consider the different areas of the sea through which the birds travel, and ask scientific questions about their paths.

Learning Objectives Students will be able to:

• Plot authentic seabird location data using latitude and longitude coordinates.

• Compare and contrast albatross tracks and ask scientific questions.

• Explain the roles of science, technology and engineering in studying seabirds.

• Describe the reasons why biologists use satellite tagging to study seabirds.

• Explain how science and technology complement one another.

Lesson 2: Tracking Albatross Migrations

Map courtesy Oikonos

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Vocabulary ENGINEER – one who designs technological solutions to problems LATITUDE – measurements of distance from the equator to the poles; ranges from 0 to 90 degrees LONGITUDE – measurements east and west of the prime meridian; ranges from 0 to 180 degrees

SEABIRD – a bird that spends most of its life at sea and relies on the ocean for meeting its needs FORAGING – process of finding food and / or eating TRANSMITTER – a device that sends an electronic signal

Outline Engage – Navigating the Ocean Explore – Plotting Albatross Locations Explain – Analyzing Albatross Movements Elaborate – Satellite Tracking Evaluate – Other Seabird Movements

Background Information Throughout history, humans have sought to learn about the natural world. They have invented technological tools, from magnifying glasses to satellites, to do so. Science, technology, engineering, arts and mathematics (the “STEAM” subjects) are truly interconnected. Technological tools are used to collect, process, analyze, and report data. Engineers design better tools to advance scientific discovery, e.g., how can we better observe the entire Earth from space? In this lesson, students consider the role of technology in the study of albatross. In fact, satellite tagging has shed light onto the secret lives of albatross. Small transmitters attached to the birds’ feathers follow their movements in almost real time. The transmitter emits a signal which is received by a satellite and allows researchers to calculate the animal’s position. The information is sent to a processing center, and is ultimately accessible to researchers via the internet.

The scientists take great care to choose technologies that will not harm the animals they are studying, or alter their behaviors, since those are the very behaviors under study. No design is perfect, however. The transmitters do not last forever. Batteries eventually die, and the transmitters sometimes fail prematurely for unknown reasons. Additionally, most studies can only track a few birds because the transmitters are expensive Yet, this technology has led to amazing discoveries. Students will examine authentic tracking locations of albatross by plotting them on maps. By comparing and contrasting the tracks of individual birds, students are ready to ask scientific questions about the animals, their movements, and their habitats.

Preparation Make copies of the student worksheets and maps. Introduce seabirds to the class, if you have not completed Lesson 1.

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Learning Procedure

(15 minutes)

Read the first paragraph on the student worksheet as a class. Using Question 1 of the student worksheet, conduct a “Think, Pair, Share” activity. Students first jot down their own ideas, then share with a partner, and finally the pairs share with the class.

? Ask students to think of examples of how new technologies have allowed humans to learn something new. They should then discuss their ideas with a partner. Possible ideas include:

• Microscopes – allow us to observe small objects.

• The internet – allows us to communicate around the world, find and share information, etc.

• Submersibles – allow us to explore the deep sea.

• Rockets – allow us to explore space. Explain that technology has helped wildlife biologists to better understand the movements of animals, including seabirds such as albatross. Ask students:

? How do scientists learn about albatross? Answers include:

• Observe them at their nesting grounds.

• Dissect deceased birds (necropsy). • Look for them at sea. • Track them with transmitters

? Where are most observations of albatross made? They are observed on land, near nesting grounds, or close to shore—areas that are accessible to humans.

Show students the Engage portion of the presentation. Explain to students that for a long time, scientists wondered where albatross traveled when away from their nesting grounds. They speculated about whether animals from different nesting colonies traveled to the same feeding grounds, or whether they dispersed widely across the ocean. Note that technology has allowed scientists to follow animal movements. Satellite tags are attached to the birds, and their locations can then be detected. Note: Students will learn more about satellite technology in the Explain section of this lesson.

Ask:

? Why do you think albatross travel? Accept all answers at this point. Answers might include.

• Feeding • Finding mates • Migrate with changing seasons

(30 minutes)

Show students the slides as you explain that they will be plotting real albatross locations from a scientific study. Review the concepts of latitude and longitude, as necessary. Note that several albatross crossed the dateline (longitude: 180 degrees W / 180 degrees E).

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Photo by Sophie Webb

To get students started, model how to plot data points, i.e., using a document camera or overhead projector. Students should work in groups of 2-4 for this activity. Consider naming the birds, perhaps based on their behavior (e.g., where they went). Note that scientists give animals ID numbers but sometimes they also name them to make the data and individuals easier to discuss and remember.

• Each student in the group will plot a different track on a different map, using a separate piece of paper.

• For 12 different birds, the table lists 12 noon points along their path for plotting.

Differentiation: For advanced learners and / or if time allows, a table is provided “L2-Advanced Handout” with every daily location along the bird’s route. You may also consider allowing students to plot several individuals on the same map, to look for track similarities.

Once students complete their tracking maps, they should answer questions 2 and 3.

Example of the noon locations of one Black-footed Albatross that traveled across the Pacific.

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(25 minutes)

Students should work with their groups to compare their individual maps and answer the questions that follow. Review students’ work as a class. Some useful information:

• There are many species of albatross. The

Black-footed Albatross was tracked in this study because the species is threatened by fishing and pollution, so scientists want to learn more about their movements.

• Some birds were tracked during the breeding season, when they forage to bring food back for their chicks at the colony.

• Other birds had finished raising young

for the year, and were tracked during the post-breeding or migratory season.

Discuss:

? Why did albatross travel to similar locations, even though they were tagged at different locations? Accept all answers. In general, these are areas of high productivity and therefore food availability.

Show students the first few slides of the migration tracks PowerPoint. Explain to students the following points:

• Each color represents a different individual animal.

• Birds were tagged at different locations to study multiple populations and compare their movements.

Explain that when scientists complete a study, it always leads to more questions. Assist students in writing scientific questions based on the maps they are observing. Some criteria to consider when writing scientific questions:

• Scientific questions should be testable through observation, investigation, and measurement

• Scientific questions should require scientific evidence to be answered

• Scientific questions should have a defined answer

• Non-scientific questions may depend on personal ideas or judgments

• Non-scientific questions cannot be answered through observation or investigation

(10 minutes)

As you show students the slides about satellite tracking of albatross, discuss the process:

? Why did scientists decide to use satellite tagging with albatross? To determine where the animals travel. To learn about albatross movements in order to protect them.

? What makes this a difficult process? Answers include:

• It is difficult to tag animals at sea. • Sea and weather conditions can be

rough. • Satellite tags can fail quickly at

times.

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Read the short paragraph about satellite technology as a class. If necessary, help students to consider the costs and benefits of other technologies so that they better understand the idea of cost/benefit analysis. Students work on Question 7 individually or pairs. Then, review the question as a class.

(10 minutes)

Evaluate the movements of a different seabird species, the Pink-footed Shearwater. This smaller species, related to albatross, nests only on islands off Chile. Scientists tagged this bird from a boat off California during its long distance migration. Direct students to complete the Evaluate section of their worksheet. This task may also be assigned for homework.

Extension Visit www.signalsofspring.net/aces and click on “Maps and Data” to see locations of a variety of marine animal species.

Resources

• The Albatross Project at Wake Forest: http://www.wfu.edu/biology/albatross/

• Guides to writing good scientific questions: http://science.education.nih.gov/supplements/nih6/inquiry/guide/lesson2.htm

• Sea Turtle Satellite Tracking: http://www.seaturtle.org/tracking/teachers

• Information about Pink-footed Shearwaters

(English and Spanish) http://oikonos.org/pink-footed-shearwater/

Credits and More Information

This lesson was developed for NOAA’s Cordell Bank National Marine Sanctuary and Papahānaumokuākea Marine National Monument, by Meghan Marrero of Mercy College and Oikonos - Ecosystem Knowledge. This lesson is in the public domain and cannot be used for commercial purposes. Permission is hereby granted for the reproduction, without alteration, of this lesson for educational use only on the condition its source is acknowledged. When reproducing this lesson, please cite NOAA’s Office of National Marine Sanctuaries and Oikonos - Ecosystem Knowledge as the source, and provide the websites below.

Data integrated into these lessons were provided courtesy of Michelle Hester (Oikonos), David Hyrenbach (Hawai‘i Pacific University), Josh Adams (USGS), and David Anderson (Wake Forest University). Data from Tern Island, Kure Atoll and Cordell Bank were obtained in partnership with USFWS, State of Hawai‘i, and Cordell Bank NMS.

Special contributions of paintings and photography donated by Sophie Webb and high resolution images of albatross bolus contents donated by David Liittschwager.

Content created and reviewed by Meghan Marrero, David Hyrenbach, Michelle Hester, Carol Keiper, Jennifer Stock, and Andy Collins. Tracking and bathymetry maps were created by Pam Michael (Oikonos). Graphics and design by NOAA, Tara Alvarez, and Greg Hester. We thank the many people who donated photographs, illustrations and video.

Please contact Oikonos or NOAA to request further use of any images, art, videos, data or text included in the Winged Ambassadors activities.

We appreciate feedback, corrections and questions.

Please email WingedAmbassadors@oikonos.org

Free Lessons and Resources Available at:

http://cordellbank.noaa/gov/education/teachers.html

http://oikonos.org/education

http://papahanaumokuakea.gov/education/wa.html

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Education Standards

Ocean Literacy Principles

• 7d New technologies, sensors and tools are expanding our ability to explore the ocean. Ocean scientists are relying

more and more on satellites, drifters, buoys, subsea observatories and unmanned submersibles.

• 7f Ocean exploration is truly interdisciplinary. It requires close collaboration among biologists, chemists, climatologists, computer programmers, engineers, geologists, meteorologists, and physicists, and new ways of thinking.

California Grade 6: • 7b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales,

microscopes, and binoculars) to perform tests, collect data, and display data. Grade 7: • 7a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales,

microscopes, and binoculars) to perform tests, collect data, and display data.

Hawai‘i Grades 6–8: 1. Collect, organize, analyze and display data/ information, using tools, equipment, and techniques that will help in data

collection, analysis, and interpretation. • Develop conclusions and explanations showing the relationship between evidence and results drawn. • Describe how scientific inquiry is a way of knowing. • Identify good scientific explanations and justify their soundness based on evidence, logical and consistent

arguments, and use of scientific principles, models, or theories. • Give examples where scientists used mathematics and technology to gather, quantify, and analyze results of an

investigation • Give examples of how science advances through legitimate questioning. • Describe and exemplify the nature of scientific explanations.

2. Give an example of the interdependence of science, technology, and society and how it changed the course of

history.

• Give examples of societal influence on the development and use of technology and peoples’ responses to these developments (e.g., development of dynamite).

• Describe and exemplify how information and communication technologies affect research and work done in the field of science.

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Education Standards

Next Generation Science Standards (NGSS)

Standards MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

Science & Engineering Practices

• Asking questions (for science) and defining problems (for engineering) • Analyzing and interpreting data • Using mathematics and computational thinking

Crosscutting Concepts

• Patterns

Common Core State Standards

English Language Arts

CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. CCSS.ELA-LITERACY.WHST.6-8.1.B Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. CCSS.ELA-LITERACY.WHST.6-8.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

Mathematics CCSS.Math.Practice.MP4 Model with mathematics. Grade 6: CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Grade 7:

CCSS.MATH.CONTENT.7.RP.A.2

Recognize and represent proportional relationships between quantities.

Name: ________________________________________________ Date: _________________________________

Lesson 2: Tracking Albatross Migrations ANSWER KEY

Engage Throughout history, humans have explored and observed their world. An important skill for ocean exploration is to know where you are located on a map, often with no visible landmarks. For instance, skilled wayfinders, called hoʻokele in Hawai‘i, use their studies of the stars, sun, ocean swells, and other observations of nature to travel tremendous distances in double-hulled canoes. Technological methods used on sailboats, cruise ships and research vessels include sending and receiving signals from satellites orbiting the Earth and using this electronic information to calculate ones position on the globe. Scientists also rely on satellite technology to learn about animals that travel too fast and too far to be followed by boat or plane.

Polynesian voyaging canoe Hōkūleʻa during a 2004 voyage to the Northwestern Hawaiian Islands. Photo: Naʻalehu Anthony

Name: ________________________________________________ Date: _______________________________

Lesson 2: Tracking Albatross Migrations

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1. Describe 2–3 examples of technological tools and how they have allowed humans to learn

something new. These tools might be new, or ones from the past.

Answers will vary widely. Be sure students give examples of tools and include what humans learned from the tools.

Just like the tools you have described, biologists have used new technological tools to learn about seabirds such as albatross. Technology is very important to science. Technological tools allow scientists to collect and process data. People who design solutions to problems are called engineers. Engineers design everything from computers to transmitters, chairs to rocket ships.

Name: ________________________________________________ Date: _______________________________

Lesson 2: Tracking Albatross Migrations

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Explore It is very interesting to analyze albatross movements. These birds spend time looking for food, foraging, for themselves and their chicks. You will be given a data sheet with the latitude and longitude of a series of points, which represent the actual locations of where an albatross was observed by a satellite. The place where the bird was tagged, the release point, and the gender are indicated at the top of your data sheet. Keep in mind that the bird did not necessarily land on the water and stop at the location. The latitude and longitude coordinates were communicated from the bird’s transmitter to the satellite. Use the handout Albatross Locations provided by your teacher.

• Plot the points on the map on the next page. • Double check you work. • Now, connect your points to create a track. • Once you have completed your track, answer the questions that follow.

Name: ________________________________________________ Date: _______________________________

Lesson 2: Tracking Albatross Migrations

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Name: ________________________________________________ Date: _______________________________

Lesson 2: Tracking Albatross Migrations

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2. Using the scale on your map, estimate how far your bird traveled.

3. Based on how many days the bird traveled, how many kilometers did the bird fly per day?

Explain Now, compare your plot with those of the other students in your group.

4. Other than the release point, are there certain areas that several birds seem to travel to? Describe those areas below and/or circle them on your map. The birds seem to use much of the North Pacific. There are clusters of tracks between the Northwest Hawaiian Islands and Japan, between Tern Island and Cordell Bank, and off the islands of Alaska.

4a. Why do you think that several birds might be traveling to the same area(s)? Some areas might be more productive or predictable in terms of food availability.

Bird 1: 198 km/day Bird 5: 455 km/day Bird 9: 212 km/day Bird 2: 44 km/day Bird 6: 144 km/day Bird 10: 289 km/day Bird 3: 333 km/day Bird 7: 188 km/day Bird 11: 483 km/day Bird 4: 167 km/day Bird 8: 204 km/day Bird 12: 700 km/day

Bird 1: ~10,000 km Bird 5: ~5,000 km Bird 9: ~14,000 Bird 2: ~1700 km Bird 6: ~6,500 km Bird 10: ~18,500 Bird 3: ~4,000 km Bird 7: ~10,500 km Bird 11: ~14,000 Bird 4: ~10,000 km Bird 8: ~10,000 km Bird 12: ~17,500

Name: ________________________________________________ Date: _______________________________

Lesson 2: Tracking Albatross Migrations

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5. What are some differences between your track and your classmates’ tracks? Answers will vary.

6. Which birds do you think were looking for food for their chicks? Why?

Individual birds that remained close to their release points, e.g., Bird 3, Bird 5

7. What else would you want to know about these birds and their movements? Write at least two

scientific questions that you have based on the tracks you have observed. Answers will vary, but help students to create testable questions. Some sample questions include:

• Are there differences between the tracks of male and female birds? • Are there differences in the tracks of birds of different ages? • What would the tracks look like during the winter?

Elaborate Read the following passage. Satellite tagging has been a great technological tool for scientists to study the movements of animals such as the albatross. Like with any technology, there are benefits as well as costs to using satellite tags. Costs do not refer just to money. They include negative impacts and problems associated with them.

Name: ________________________________________________ Date: _______________________________

Lesson 2: Tracking Albatross Migrations

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For instance, a benefit of driving a car is that it allows us to quickly and conveniently travel from place to place. A cost is that cars release pollutants into the air. In the case of the albatross tagging, the transmitters, or tags, are very small. They are attached to feathers on the bird’s back with sticky tape. The tags are not believed to change the birds’ behaviors. The tags send signals to satellites orbiting round the Earth. The satellites send the location to scientists. In a way, the birds all email (text!) the scientists their locations. After 2-3 months, the tags fall off the albatross. This can happen when the birds molt, or lose and replace their feathers, or just when the tape wears out. Unfortunately, tags can also fail for unknown reasons or because the batteries die. These tags are expensive, so it is disappointing when scientists do not get the data they need.

8. Describe at least two benefits and two costs of using satellite technology to track albatross.

Benefits include: Answer new scientific questions, study birds’ movements remotely

Costs include: Tags can be expensive, tags may fail prematurely

Evaluate Using the data provided on the handout Pink-footed Shearwater Locations, plot locations of the tracked Pink-footed Shearwater. a. Make two observations about your plot. b. Write two scientific questions related to your

plot. c. Make one prediction about why you think

the bird made the movements that it did. d. Give one reason why scientists use satellite

tags to follow the movements of seabirds. This shearwater nests in Chile where it is called Fardela.