in collaboration with Oikonos Ecosystem Knowledge
Education
Map courtesy Oikonos
Grade Level
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6-8, with options for 9-12
Timeframe
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Two 45-minute class periods
Materials
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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
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•
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Satellite Tracking
Albatross
Migration and Breeding Season
Latitude and Longitude
Lesson 2: Tracking Albatross
Migrations
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.
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.
Vocabulary
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.
ENGINEER – one who designs technological
solutions to problems
SEABIRD – a bird that spends most of its life at sea and
relies on the ocean for meeting its needs
LATITUDE – measurements of distance from the
equator to the poles; ranges from 0 to 90 degrees
FORAGING – process of finding food and / or eating
LONGITUDE – measurements east and west of the
prime meridian; ranges from 0 to 180 degrees
2
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
TRANSMITTER – a device that sends an electronic
signal
?
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.
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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)
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:
Students should work with their groups to compare
their individual maps and answer the questions that
follow.
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Review students’ work as a class. Some useful
information:
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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.
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Some birds were tracked during the
breeding season, when they forage to bring
food back for their chicks at the colony.
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Other birds had finished raising young
for the year, and were tracked during the
post-breeding or migratory season.
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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)
Discuss:
As you show students the slides about satellite
tracking of albatross, discuss the process:
?
?
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:
•
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Each color represents a different individual
animal.
Birds were tagged at different locations to
study multiple populations and compare their
movements.
?
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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Credits and More Information
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)
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.
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.
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.
Direct students to complete the Evaluate section of
their worksheet. This task may also be assigned for
homework.
Special contributions of paintings and photography
donated by Sophie Webb and high resolution images of
albatross bolus contents donated by David
Liittschwager.
Extension
Visit www.signalsofspring.net/aces and click on
“Maps and Data” to see locations of a variety of
marine animal species.
Resources
Please contact Oikonos or NOAA to request further use
of any images, art, videos, data or text included in the
Winged Ambassadors activities.
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The Albatross Project at Wake Forest:
http://www.wfu.edu/biology/albatross/
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Guides to writing good scientific questions:
http://science.education.nih.gov/supplemen
ts/nih6/inquiry/guide/lesson2.htm
We appreciate feedback, corrections and questions.
Sea Turtle Satellite Tracking:
http://www.seaturtle.org/tracking/teachers
Free Lessons and Resources Available at:
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•
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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.
Information about Pink-footed Shearwaters
(English and Spanish)
http://oikonos.org/pink-footed-shearwater/
Please email [email protected]
http://cordellbank.noaa/gov/education/teachers.html
http://oikonos.org/education
http://papahanaumokuakea.gov/education/wa.html
Education Standards
Ocean
Literacy
Principles
California
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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.
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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.
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.
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•
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2.
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.
Give an example of the interdependence of science, technology, and society and how it changed the course of
history.
•
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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
Disciplinary
Core Ideas
Science &
Engineering
Practices
Crosscutting
Concepts
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.
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)
•
•
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Asking questions (for science) and defining problems (for engineering)
Analyzing and interpreting data
Using mathematics and computational thinking
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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.
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Lesson 2: Tracking Albatross Migrations
ANSWER KEY
Name: ________________________________________________ Date: _________________________________
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: _______________________________
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.
2
Lesson 2: Tracking Albatross Migrations
Name: ________________________________________________ Date: _______________________________
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.
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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.
Lesson 2: Tracking Albatross Migrations
3
Name: ________________________________________________ Date: _______________________________
4
Lesson 2: Tracking Albatross Migrations
Name: ________________________________________________ Date: _______________________________
2. Using the scale on your map, estimate how far your bird traveled.
Bird 1: ~10,000 km
Bird 2: ~1700 km
Bird 3: ~4,000 km
Bird 4: ~10,000 km
Bird 5: ~5,000 km
Bird 6: ~6,500 km
Bird 7: ~10,500 km
Bird 8: ~10,000 km
Bird 9: ~14,000
Bird 10: ~18,500
Bird 11: ~14,000
Bird 12: ~17,500
3. Based on how many days the bird traveled, how many kilometers did the bird fly per day?
Bird 1: 198 km/day
Bird 2: 44 km/day
Bird 3: 333 km/day
Bird 4: 167 km/day
Bird 5:
Bird 6:
Bird 7:
Bird 8:
455 km/day
144 km/day
188 km/day
204 km/day
Bird 9: 212 km/day
Bird 10: 289 km/day
Bird 11: 483 km/day
Bird 12: 700 km/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.
Lesson 2: Tracking Albatross Migrations
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Name: ________________________________________________ Date: _______________________________
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:
•
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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.
6
Lesson 2: Tracking Albatross Migrations
Name: ________________________________________________ Date: _______________________________
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 Pinkfooted 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.
Lesson 2: Tracking Albatross Migrations
This shearwater nests in Chile where it is called Fardela.
7