JASON VII: Adapting to a Changing Sea
Curriculum Overview
PROLOGUE
The Key teaching points for JASON VII center around the scientific
method and are an extension of it for environmental sciences. They
include a) setting a baseline study which determines the “natural”
cycles or event, b) comparing the baseline study with current data
depicting human impact (if any) and c) concluding the study with
suggestions for the future/conservation. Technology is a key element
in reaching the teaching points as it allows the researchers and
students to collect information needed for the baseline and impact
studies as well as providing the tool for future practices. The key
teaching points and technology are presented to students and teachers
through an integrated field investigation based on an aquatic study.
Students will build equipment, collect data, produce baseline studies
and determine human impact. Recommendations for the present and future
will also be assigned.
Key Research Questions for JASON VII, "Adapting to a Changing Sea"
- The Earth is the only planet in the solar system able to sustain life. Where is life on Earth most concentrated?
- Why is life most concentrated in these areas?
- What are the resources which are found there and how do humans take care of them? With an increase in human population what impact will we have on these areas in the future?
- What tools and methods do researchers use to learn about the natural cycles and phenomena’s and the human impact both now and in the future?
Focus Questions:
- Why is Florida an ideal location to study coastal communities?
- In the Southern Florida coastal community what ecological zones can be found and why do they occur here?
- How have humans modified the environment and what effects has this caused in the past, present and possibly future?
Focus Questions:
- What similarities are there between the skills of an artists and a naturalist
- How does the Seminole Indian patchwork quilt reflect both their culture and natural environment
- How does the artist embellish the work of a cartographer to create a map that is informative, historic and a work of art
- How did engineers design a bridge to span the once isolated Keys in Southern Florida changing its course of development forever
Focus Questions:
- What tools do the members of the JASON team use to exchange information back and forth amongst themselves?
- What kinds of signals are sent and how?
Focus Questions:
- What are the natural cycles and phenomenon that occur in your aquatic investigation?
- How do you measure these?
- Are these natural cycles and phenomenon impacted by humans?
- Data exchange of aquatic investigation-bogs, freshwater marshes, salt marshes, mangroves, inshore marine habitats, coral reefs, swamps, streams/rivers will be covered in Investigation #5.
UNIT TWO: Internet Basics
Focus questions:
- What are some interesting historical points about your water study site?
- What forces have an impact on your water study site?
- How do you organize large amounts of information so that it can be accessed and retrieved?
- How do Internet tools allow people to navigate information on the Internet?
- How would I design a homepage for others to learn about my aquatic field study?
Focus questions:
- Why do researchers share information?
- What should you look for in choosing a collaborator?
- Who else is participating in JASON Project Water Study online?
- Is anyone studying body of water similar to the one we’re studying?
- What are the similarities and differences between our observations and those of other students? Is there a correlation between data from two or more aquatic sites?
- What factors account for these similarities and differences?
- Is there a correlation between season and aquatic study data?
UNIT THREE: Telepresence Field Work in Southern Florida
Investigation #7: Corals - Providing a Baseline for Climate Change
(Jerry Wellington)
Purpose: to set the climate story
Focus questions:
- Have climate patterns changed over the past several hundred years due to human activity?
- What tools do researchers use to determine this?
- How have climate patterns changed where you live, and what impact did they have?
Investigation #8: Geology - the story of water movement and land
formation (Bob Ballard)
Purpose: To set the geology story
Focus questions:
- What structures has sea level rise, erosion or deposition produced?
- What tools do geologists use?
- Can humans cause or assist in these processes?
- Has erosion, deposition or rise/fall in water level occurred in your aquatic investigation?
- What impact occurred and was the change caused by human activity?
Investigation #9: The American Crocodile - the story of water flow
(Laura Brandt and Frank Mazzotti)
Purpose: to set the water story
Focus questions:
- What tools do researchers use to study crocodiles?
- What is the habitat of the American Crocodile?
- What the are the key requirements this habitat provides during each stage of its life cycle?
- Freshwater flow/salinity and temperature are the key factors which determine the success of crocodiles, what impact have humans had on freshwater flow/salinity and temperature in the past?
- What future impact is predicted?
- How does this study help explain water flow implications in your Local Field Investigation?
Investigation #10: The Organisms of Florida Bay - the story of water
quality (John Hunt)
Purpose: to set the water quality story
Focus questions:
- What organisms live in Florida Bay and where in the Bay do they live?
- What is the water quality of Florida Bay?
- How is it affected by currents, agriculture, sewage, etc. and re-routing of freshwater flows?
- What tools do researchers use to determine water quality?
- Is water quality an issue in your local aquatic investigation?
Investigation #11: Fish - the abundance and diversity of life in the
water (Jim Bohnsack)
Purpose: to tie together the water story and diversity of life using fish.
Focus questions:
- What is the diversity and abundance of fish in the different marine environments of Southern Florida and what causes this?
- What impact have humans had on this pattern?
- How do researchers classify fish and determine abundance and diversity?
- How would you determine the diversity of fish or invertebrates in your aquatic investigation?
Investigation #12: Sharks - apex predators in the water (Bob Hueter)
Purpose: to expand the adaptation story to a top predator
Focus questions:
- What tools do researchers use to study sharks?
- Which habitats does it relate to the habitat in which they are found?
- Why are sharks apex predators and what adaptations have allowed them to be so?
- What human impacts have affected their natural cycle and adaptations?
- How does this impact relay to other aquatic organisms?
- What adaptations do the organisms in your aquatic habitat have how do they move and sense their surroundings?
Investigation #13: Diving Technology - the story of living in water (Chris Bourne)
Purpose: To investigate human adaptations for living underwater.
Focus questions:
- How do humans breathe underwater?
- What are the different systems used to breath underwater?
- How is Jerry Wellington and his team able to live and work underwater for extended periods of time?
- What are the physical constraints for living underwater in ambient pressure?
- How is food or other supplies passed down to the National
- Underwater Research Center-University of North Carolina’s underwater habitat, "AQUARIUS"?
- Would humans ever be able to live self sufficiently in such a system long term?
Purpose: to investigate tools and techniques used to study the
seafloor of a coastal community.
Focus questions:
- What tools do marine engineers use to survey underwater habitats and topography? How do they design and use these tools?
- How do some of these tools work: NR-1, sidescan sonar, echo sounding, electronic still cameras, stereo imaging, remotely operated vehicles?
- What is the topography of your aquatic habitat, what tools would you use to map it accurately?
- What impact has the increase in human population had on marine engineering? Will people live in or on the water in the future?
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Gene Carl Feldman
(gene@seawifs.gsfc.nasa.gov)
(301) 286-9428
Todd Carlo Viola, JASON Foundation for Education (todd@jason.org)
Revised: 30 Oct 1995