1. Topic-
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| Marine Debris and Effects on Animal Life |
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2. Content-
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Pacific Guyre, Marine Debris ( causes and problems), solutions,
micro-plastic
bolus |
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3. Goals: Aims/Outcomes-
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1.Students will understand what the Pacific Guyer is and how marine
debris masses form, decompose, and circulate in the ocean
2. Students will specifically learn how marine debris affects sea
birds like the Black Footed Albatross
3.students will understand difficulty of albatross finding appropriate
food in the ocean |
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4. Objectives-
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1. Students will view a power point about the North Pacific Guyre
and Marine Debris
2. Students will role play and try to gather food in a simulated ocean
and 'feed' their chick.
3. Students will log and graph types of 'food' their chick gets fed
and determine if their offspring is likely to survive. |
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5. Materials and Aids-
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power point and equipment
5 large flat pans such as turkey roasters
5 tongs as bird beaks
4 small containers to simulate chicks and to hold 'food' gathered
by the parent's beak ( tongs)
water to float marine debris and items that represent appropriate
food items such as flying fish eggs and squid. |
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6. Procedures/Methods-
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A. Introduction-
1. Introduce topic and show power point that explains geography,
problem, and causes
2. show actual marine debris and actual bolus contents in display
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B. Development-
1. Divide class into groups of no more than 4
2. Explain activity and technique
3. Explain why this is a simulation of how Black Footed Albatross
actually feed in the ocean. |
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C. Practice-
1. Divide group into record keeper, equipment keeper, chick, and
parent
2. Take turns being a blindfolded parent bird and scooping up 'food'
to place in the chick's bowl.
Take turns being the chick and holding the bowl, being the record
keeper and recording data on the lab sheet. Take turns
being the equipment manager and keeping the water level up, re-loading
the 'ocean with 'food' and marine debris, and blindfolding the parent
bird. |
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D. Independent Practice-
1. Answer the questions on the data sheet
2. Create a colored graph to show whole class results.
3. Pair share with someone your graph and how you got your data. |
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E. Accommodations (Differentiated Instruction)-
1. Partner leader students with those they can help along.
2. Provide written and verbal directions.
3. Let students divide group jobs and practice taking turns at all
the jobs as they repeat the activity. |
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F. Checking for understanding-
1. What is Marine Debris and why is it a problem?
2. How can this problem be helped? |
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G. Closure-
1. Have students share with the large group their data sheets and
compare results.
2. Have students write down their own reflection about what they learned
and how it made them feel. Have them list actions they could take
to help solve this problem. |
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7. Evaluation-
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1. How well did students understand the topic?
2. Were there any difficult points in the lesson? How would I change
the lesson? |
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