from 50 Ways to Save the Ocean – The Teacher’s Guide

12. Eat Organic and Vegetarian Foods

 

Every spring, surplus fertilizer and other agricultural chemicals wash down the Mississippi River into the Gulf of Mexico where they encourage the growth of a massive algal bloom. When the algae decay they are fed on by bacteria, which suck the dissolved oxygen out of the water. The lack of oxygen creates a “dead zone” larger than New Jersey that kills every form of sea life that cannot flee its reach.

Similar harmful algal blooms, dead zones and diseases along our coasts are linked to “nutrient” pollution from agricultural chemicals and factory farms. At the same time, factory farming offers little or no benefit in terms of the health and flavor of the meat, fruit, grain and dairy products we consume. Our food choices as consumers can significantly affect these trends.
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The Dead Zone

Source: NOAA, US Dept of Commerce, National Marine Fisheries Service
Project: What is the Dead Zone and Who Will Survive the Dead Zone?
Link: www. st.nmfs.noaa.gov/nemo/documents/lessons/Lesson_5/Lesson_5-Teacher’s_Guide.pdf

In this lesson: Students will learn about the effects of nutrients and eutrophication in the ocean. The lecture describes ways that human activities can cause excess nitrogen to enter the water. The formation of “dead zones,” large areas with little to no dissolved oxygen and a virtual absence of marine life, is described. In the activity, students evaluate data to determine when dead zones are forming.
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The Dead Zone – A Marine Horror Story

Source: Bridge
Link: www2.vims.edu/bridge/DATA.cfm?Bridge_Location=archive1099.html

In this lesson: Students will track the Dead Zone using water quality data from the Nutrient Enhanced Coastal Ocean Productivity (NECOP) Program. They will define nutrient loading and hypoxia, and identify the causes of these phenomena. Students will also explain the relationship between dissolved oxygen, water temperature, and nitrogen in marine systems and construct a graph illustrating the “dead zone” in the Gulf of Mexico using dissolved oxygen data from the NECOP research database.

 

Additional Resources:

Sustainable Table celebrates local sustainable food, educates consumers on food-related issues and works to build community through food, and has a wealth of resources for teachers wanting to examine the differences between factory farming and sustainable farming. For more information, see: www.sustainabletable.org/schools/teachers/
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13: Eat Seafood that’s Healthy and Sustainable

With a globalized seafood market and growth of aquaculture, we often don’t know the origins or environmental implications of what we’re eating. Many seafood products are contaminated with ocean pollutants such as mercury.

Julie Packard, Director of the Monterey Bay Aquarium, explains that, “Overfishing is an environmental problem whose solution is in people’s hands every time they buy seafood.” Pietro Parravano, a commercial fisherman from half Moon Bay, California, and former president of the Pacific Coast Federation of Fishermen’s Associations agrees. “I think the consumer can plan an increasingly important role helping fish, fishermen and coastal communities.”
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Teachers Guide to Sustainable Seafood in the Classroom

Source: Seachoice.org for Healthy Oceans
Project: Educator’s Guide to Sustainable Seafood
Link: www.sierraclub.bc.ca/quick-links/publications/SeaChoiceKit_DL_01062011.pdf

In this lesson: You will find a kit designed to help teachers educate their students about the value of the oceans and marine conservation issues, with a focus on the global fisheries crisis. Students will learn why the ocean is important and why it is in trouble. They will learn how some kinds of fishing can be harmful for the ocean and what sustainable seafood is. Students will also learn how scientists decide which kinds of wild and farmed seafood are sustainable and which ones aren’t.
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Do You Know the Fish You’re Eating?

Source: PBS.org
Project: Marine Fisheries and Aquaculture Series
Link: www.pbs.org/emptyoceans/educators/activities/fish-youre-eating.html

In this lesson: Students design and conduct research to discover firsthand what type of fish is being sold in their community, where this fish comes from, and whether that fish is an overfished species. This lesson gives students a chance to do their own market research and discover firsthand what type of fish is being sold to the public. It also provides an introduction to fish as an important food source and as an industry controlled partly by supply and demand. The results that emerge from this lesson plan will likely lead your students to question the role of public education in seafood choices for sustainable fisheries.

Also available in .pdf format:
www.pbs.org/emptyoceans/educators/activities/docs/Activity-Know-the-Fish.pdf
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Marine Migration

Source: National Geographic Education
Project: Marine Migration
Link: http://education.nationalgeographic.com/education/activity/marine-migration/?ar_a=1

In this lesson: Students will describe the migratory habits and biogeography of marine animals and explain the ways in which anthropogenic threats impact the migratory habits and biogeography of marine animals. They will learn about the three threats that affect our seafood supply, They will lean about the Census of Marine Life, what types of technologies the scientists are developing and using in their research and some of the outcomes scientists hope to achieve with this research.
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15: Conserve Water

Climate change, driven by fossil fuel consumption, is increasing the frequency and severity of droughts, flooding and other extreme weather events, which makes fresh water less available. It makes sense to conserve water, even in areas with abundant water supplies because the less water flowing into local septic, sewage, and storm-drain systems, the better our waste facilities can process their loads and reduce polluted runoff into our bays and oceans. Conserving water also saves money and energy.
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Water Use and Conservation

Source: Planet H₂O
Project: Water Use and Conservation
Link: www.thirteen.org/h2o/educators_lesson4.html

In this lesson: Students learn what it means to conserve water. Using an H₂O Diary, students will monitor their family’s water use and propose methods for home water conservation. Students will be able to define vocabulary related to water conservation, summarize why all the Earth’s water is not drinkable, and discuss the different types of water on Earth. They will also examine and calculate personal water use, formulate a personal water conservation plan and evaluate the effectiveness of their water conservation plan.
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Life in a drop of Water

Source: Planet H₂O
Project: Life in a Drop of Water
Link: www.thirteen.org/h2o/educators_lesson5.html

In this lesson: Students investigate just what lives in a drop of water, appreciating how much life a single water drop can support and how the population can vary depending on whether the drop is from a freshwater lake or a pond, bottled water, or from the tap. Students use microscopes to observe single-cell organisms in water samples and draw conclusions about diseases and water filtration.
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Additional Resources:

Surfrider Foundation is an excellent resource for teachers. Their mission is “the protection and enjoyment of oceans, waves and beaches through a powerful activist network”. They have a wealth of relevant information on their website, www.surfrider.org.
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16: Conserve Energy to Help the Seas and Yourself

Many power plants in the United States are still coal-fired. Coal is the oldest and most polluting fossil fuel used to generate electricity. Coal plants release both sulfur dioxide, which causes acid rain, and nitrogen oxide, which creates smog. Coal-generated power plants also release mercury, a neurotoxin that builds up in the flesh of top ocean predators such as tuna and swordfish.

We need to learn about and advocate for clean energy alternatives: wind, solar, biomass, geothermal, and tidal power, as well as hydrogen fuel cells for energy storage.
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Global Warming

Source: PBS.org – NOW
Link: www.pbs.org/now/classroom/global-warming-lesson-plan.pdf

In this lesson: Students will form definitions of the greenhouse effect based on prior knowledge, class discussion, and viewing diagrams.  Participate in group brainstorming sessions and class discussions related to the impact of the greenhouse effect and global warming. Analyze global warming diagrams and resources to obtain a clear understanding of this scientific process. Hypothesize about the effects of global warming on the climate and the world’s populations. Conduct research using a variety of primary sources to explore perspectives in the global warming debate. Complete a Venn diagram that compares various points of view on global warming issues. Take a position on global warming and support this viewpoint with reasons, facts, and examples gathered during lesson activities. Create a project that supports their point of view about global warming issues.
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Climate Curriculum for Teachers

Source: World Wildlife Fund
Project: Climate
Link: www.worldwildlife.org/climate/curriculum/item5944.html

In this lesson: You will find a high school-level curriculum about climate change. It is divided into fifteen lessons which include handouts, a glossary of terms and additional resources for ongoing discussions and research. Please feel free to use the lesson plans you believe your students will most benefit from.
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How Big is Your Footprint?

Source: US Department of Energy
Project: Energy Efficiency and Conservation
Link: www.www1.eere.energy.gov/education/lessonplans/plans.aspx?id=252

In this lesson: Students increase their awareness of the impact of their choices on the Earth by studying the ecological footprint concept. They also learn how to calculate the mean, median, mode, and standard deviation of a set of data.
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Energy Awareness Quiz

Source: US Department of Energy
Project: Energy Basics
Link: www.www1.eere.energy.gov/education/lessonplans/plans.aspx?id=250

In this lesson: Students will identify their level of knowledge about energy issues and calculate the CO₂ emissions caused by their lifestyles. They will then formulate a plan to reduce and/or counteract their emissions. Class discussion follows on issues involved with energy use in the United States and other countries and our role in climate change.
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Energy in Today’s Global Society

Source: US Department of Energy
Project: Energy Basics
Link: www.www1.eere.energy.gov/education/lessonplans/plans.aspx?id=311

In this lesson: Students will create their own innovative resource cards which show them that all fossil fuel-based energy provides many benefits for those that can take advantage of the power, but comes at a high environmental cost. One of these is the enhancement of global climate change by increasing anthropogenic carbon dioxide and methane emissions. Students will weigh these costs and benefits against those of other energy sources. Electricity alternatives include nuclear, hydro, biomass, solar, geothermal, hydrogen fuel cells, and wind. Heating alternatives include geothermal, biomass and solar. Transportation alternatives include biofuels such as ethanol and biodiesel, hydrogen fuel cells, and electric/hybrid engines.
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An Exploration of Wind Energy & Wind Turbines

Source: US Department of Energy
Project: Wind Energy
Link: www.www1.eere.energy.gov/education/lessonplans/plans.aspx?id=317

In this lesson:

You will find both a pre and post test on wind power that engages students by allowing them to explore connections between wind energy and other forms of energy. Students learn about and examine the overall design of a wind turbine and then move forward with an assessment of the energy output as factors involving wind speed, direction and blade design are altered. Students are directed to work in teams to design, test and analyze components of a wind turbine such as blade length, blade shape, height of turbine, etc Student worksheets are included to facilitate the design and analysis process.
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Green Fuel

Source: US Department of Energy
Project: Solar Energy
Link: www.www1.eere.energy.gov/education/lessonplans/plans.aspx?id=310

In this lesson: Students will explore different methods for collecting solar energy and using that energy for heating, creating electricity and applying that energy to an industrial process. Experimenting with different types of materials will also allow them to understand how the properties of different materials can drastically affect the outcome of their experiment.
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Additional Resources:

NOW on PBS has programs related to global warming to inspire discussion, critical thinking and debate. For more information, see www.pbs.org/now/classroom/globalwarming.html.

Northern teachers and educators from ClimateChangeNorth.ca have developed lesson plans to help high school students understand climate change, its impacts and possible solutions. For more information, see www.climatechangenorth.ca/section-LP/C8_P_LessonChart.html
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18: Prevent Sea Turtles from Going the Way of Dinosaurs

Seven species of turtles have been swimming and grazing through the world’s oceans for 120 million years. Unfortunately, today’s sea turtle populations are threatened by a number of human activities. Hotels and houses on or near turtle nesting beaches have reduced their habitat, and artificial lighting disorients new hatchlings.

Turtles also die from ingesting plastic bags, balloons and other garbage. They drown in fishing nets intended for other marine life, are injured by long-line fishing hooks and their eggs and meat are still consumed in some parts of the world. As a result several species, such as the Kemp’s Ridley and the Leatherback, the largest turtle in the world are on the brink of extinction.
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Introduction to Sea Turtles

Source: SEE Turtles
Project: Get to Know Sea Turtles
Link: www.seeturtles.org/files/115.pdf

This lesson plan introduces students to basic background information of the seven sea turtle species. The main goal of this lesson plan is for students to learn about sea turtles in enough detail to differentiate between species. They will research their general characteristics, size, habitat, nesting habits and migration information and/or population trends.
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Sea Turtle Science

Source: Bridge – An Ocean of Free Teacher-Approved Marine Education Resources
Project: Survivor!
Link: www.marine-ed.org/bridge/seaturtlescience.pdf

In this lesson: Students will identify threats to sea turtle nests, hatchlings, and adults. They will define factors limiting the development and survival of eggs, hatchlings, and adults. Discover characteristics of the nest environment. Investigate the life history stages and habitats of threatened and endangered species.  Learn about conservation and protection of threatened and endangered marine species. Discuss percent mortality, survival of the fittest, and management concepts.
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Food Webs, Part I

Source: SEE Turtle
Project: Sea Turtle Food Webs
Link: www.seeturtles.org/files/113.pdf

In this lesson, students will: This lesson plan teaches students the basics of food webs and gives the teacher basic guidelines for the structure of a food web. The teacher will create the specific format they want the students to use when creating their own food webs. This lesson plan gives three options for differentiation, depending upon the level of the students.
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Additional Resources:

SEE Turtle’s website has a number of additional resources relating to turtles and their environment. For more information, see: www.seeturtles.org/1352/classroom-resources.html

NOAA Office of Protected Resources has a comprehensive webpage about sea turtles. For more information, see: www.nmfs.noaa.gov/pr/species/turtles/
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19: Use Less Plastic

Plastic food wrappers, single-use bags, balloons, bottles, cigarette filters and packaging, monofilament fishing nets and line, Styrofoam pellets, and other plastic objects make up about 60 percent of the trash found on beaches and about 90 percent of the debris found floating in the world’s oceans.

Bits of plastic are absorbed or eaten by marine animals who mistake the pieces for food. While oil spills are a terrible environmental threat, oil is not nearly as destructive as the accumulation of everyday plastic items; oil eventually biodegrades, but plastic lasts forever.

Plastic polymers are broken down into pellets and fine dust in a process called photo degradation. Researchers who have been tracking marine debris believe plastic in the ocean may be one of the most alarming and least known environmental stories of our time.

By reducing demand for plastic and limiting its use to essential purposes we can help save the greater part of our blue planet.
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You are what you eat: Plastics and Marine Life

Source: PBS – Jean-Michel Cousteau Ocean Adventures
Link: www.pbs.org/kqed/oceanadventures/educators/pdf/OceanAdv-WhatYouEat.pdf

In this lesson: Students will learn about animals that live in the ocean and come into contact with discarded plastic. Students will also learn where ten marine species feed in the water column, make connections between where a marine organism lives and feeds and the types of debris to which it is exposed.
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Marine Debris: A Legacy of Litter

Source: National Geographic Education
Link: http://education.nationalgeographic.com/education/activity/marine-debris-a-legacy-of-litter/?ar_a=1

In this lesson: Students will learn about the sources and impacts of marine debris. They participate in a school site cleanup and then compare their findings to international coastal cleanup data. Students will be able to define marine debris and provide a variety of examples, identify sources of marine, debris, describe ways that marine debris negatively impacts marine ecosystems and organisms, collect and analyze debris data based on a school site cleanup, explain how humans contribute to and help solve problems associated with marine debris.
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Additional Resources:

PBS.org in conjunction with Jean-Michel Cousteau Adventures offers an excellent video, Trash on the spin cycle. To view the video, see: www.pbs.org/kqed/oceanadventures/video/gyre

Plastic Pollution Coalition is an excellent resource. For more information, see: www.plasticpollutioncoalition.org/

5 Gyres conducts research and communicates about the global impact of plastic pollution in the world’s oceans and employs strategies to eliminate the accumulation of plastic pollution in the 5 subtropical gyres. For more information, see: www.5gyres.org/

Algalita is a marine research foundation that focuses on the “coastal ocean”, specifically on the restoration of disappearing giant kelp forests and the improvement of water quality through the preservation and re-construction of wetlands along the California coast. For more information, see: www.algalita.org/about-us/index.html

NOAA Marine Debris Program offers an excellent webpage on plastic marine debris. For more information, see: www.marinedebris.noaa.gov/info/plastic.html

The Majestic Plastic Bag – A Mockumentary: A 4:00 minute Youtube video narrated by Academy Award-winner Jeremy Irons, this “mockumentary” video hammers home the stark reality of California’s plastic bag pollution situation. See: www.youtube.com/watch?v=GLgh9h2ePYw
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 50 Ways to Save the Ocean – The Teacher’s Guide