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Mapping Information BIOBLITZ EDUCATOR’S RESOURCE © 2009 National Geographic Society; Educators may reproduce for students.
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Mapping Information Educator\'s Resource

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Page 1: Mapping Information Educator\'s Resource

Mapping Information

B I O B L I T Z E d u c a T O r ’ s r E s O u r c E

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nationalgeographic.com/bioblitzbioblitz > mapping information

IntroductionIn the wild, organisms depend on their habitat to provide food, water, shelter, and other requirements for survival. Scientists studying wildlife use geographic data to record the location of critical resources, search for species, record places species are found, and analyze correlations to identify underlying patterns. Information about where species live, and their habitat use, is critical to preserving and protecting Earth’s biodiversity.

Mapping Information > 2

KEy QuEsTIOns: › What is a map?

› What elements make it useful?

› How are maps used in wildlife research?

› How do you make a map?

W h a T ’ s I n s I d E

Guided Discussion . . . . . . . . . . . . 3

Supplemental Media . . . . . . . . . . 4

Lab Activity . . . . . . . . . . . . . . . . . . 5

Student Worksheets . . . . . . . . . . 7

Outline for Guided Discussion . . 9

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Dr. Lisa Dabek, a National Geographic grantee, is tracking Matschie’s tree kangaroos in Papua New Guinea. Maps such as this one, showing home range areas, are helping protect the habitat of this endangered species.

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Guided discussion/PowerPoint > 3

Instructional strategy: Large-group Instruction; Multimedia Instruction; Discussions

Materials/Preparation: • Go to nationalgeographic.com/bioblitz to download

Mapping Information in PowerPoint format.

• See Outline for Guided Discussion, p. 9, for a preview of slides and teaching notes. Use this as a reference during the Guided Discussion.

Optional: • Incorporate video segments on wildlife

research into the discussion. See Supplemental Media, p. 4, for details.

Introduce a definition of a map, then consider some examples. Next, review common map elements and learn about biologists who use mapping as part of their research. Conclude with a review of the steps students can take to make their own maps.

Guided discussion/PowerPoint

Turn to p. 9 for complete outline.

30-45 min

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nationalgeographic.com/bioblitzbioblitz > mapping information

supplemental Media > 4

The resource was produced by National Geographic Education Programs. © 2009 National Geographic Society. All Rights Reserved. Educators may reproduce for students.

content developmentNATIONAL GEOGRAPHIC EDUCATION PROGRAMSKim Hulse, Director, Geography EducationAmy Grossman, Manager, Educational MediaLeslie Ann Pierce, Ed.D., Science Education ConsultantAndy Conlin, Kristin Dell, Ivey Wohlfeld, ResearchersChelsea Zillmer, Copyeditor

contributors/consultantsAppalachian Highlands Science Learning Center, GSMNP—Susan Sachs; Census of Marine Life—Darlene Trew Crist; Discover Life in America— Todd P. Witcher; Duke University Marine Lab— Ari Friedlander, Caroline Good; Duke University Nicholas School of the Environment—Ben Donnelly, Ei Fujicka, Dr. Patrick Halpin; ECOCEAN—Dr. Brad Norman; Indiana Dunes Environmental Learning Center—Brian Forist; Indiana Dunes National Lakeshore—Kimberly Swift; Michigan State University, Department of Entomology—David Cappaert; Snow Leopard Trust—Dr. Tom McCarthy, Jennifer Snell Rullman; Woodland Park Zoo/Tree Kangaroo Conservation Program—Dr. Lisa Dabek, Gabriel Porolak, Susan O’Neil

designProject Design Company: Dan Banks, Art Director, Kerri Sarembock, Designer

Image creditsp.2, Russel A. Mittermeier, photo; Gabriel Porolak, map; p. 4, Brad Norman; p.5, Mason Weinrich/Whale Center of New England, photo; Colin Ware/University of New Hampshire, animation still; p. 7 © Brian J. Skerry/National Geographic Images

Available online at nationalgeographic.com/bioblitz-video.

Video segments from National Geographic’s Wild Chronicles are an engaging way to show students pioneering wildlife research from around the planet. Segments can be viewed as an independent activity or incorporated into the Guided Discussion.

supplemental Media: Wild chronicles

cheetahs are Back in Town › Researchers at South Africa’s Mountain Zebra National Park are using GPS collars to monitor Batman and Robin, a pair of cheetahs that have been enlisted to help restore the natural predator-prey balance. Time: 4:36

Into the Trees with Kangas › Radio collars are helping National Geographic grantee Dr. Lisa Dabek and team track the elusive Matschie’s tree kangaroo. These obser-vations offer new insights into tree kangaroo location, range and habitat use—and may help save this endangered species. Time: 5:48

Whale Tracking › Researchers are tagging humpback whales to gain a clearer picture of their underwater habits and foraging strategies. The data collected is used to redirect water traffic and implement safer fishing practices to keep these whales out of harms’ way. Time: 4:30

Where do Whale sharks Go? › Whale sharks, among the largest creatures on the planet, are often spotted at Ningaloo Reef in Western Australia. National Geographic Emerging Explorer Brad Norman is analyzing imagery and GPS data to learn where whale sharks go once they leave the safety of the reef. Time: 6:31

credits

dIscussIOn• What question or issue is the researcher investigating?

• What challenges does the researcher face?• What tools are researchers using to gather geospatial data?

• What impact might the research have?

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Lab activity > 5

Instructional strategy: Small-group or Large-group Instruction

Materials/Preparation: • “Right Whales—On the Brink, On

the Rebound,” available at National Geographic Magazine Online, ngm.nationalgeographic.com/1008/10/right-whales/Chadwick-test

• “Whale Tracking” from Wild Chronicles, available at nationalgeographic.com/bioblitz-video (see Supplemental Media, p. 4)

• Copies of data and map worksheets, p. 7-8, one set per student or workgroup

• Rulers; colored pens, pencils, or markers

Lab activity: north atlantic right Whales— conflict and conservation

dIrEcTIOns1. Introduce key issues. Have students read the National

Geographic article and/or watch the Wild Chronicles video segment (see Materials, above) to become familiar with critical issues facing whales today. While the article focuses on right whales and the video focuses on humpback whales, either resource is relevant to the activity as there are many common issues.

2. reflect and discuss. Ask students to reflect on what they learned. Answers will vary, depending on the resource. Possible discussion prompts: What are some threats facing whales today? Threats include ship strikes, entanglement in fishing lines, chemical and noise pollution. What are scientists and volunteers doing to help conserve and protect right whales? A range of high- and low-tech efforts includes photography, geo-tagging, DNA analysis, land and air surveillance, acoustic buoys, and an Early Warning System to alert ship captains.

3. distribute worksheets, review activity. Explain that students will be mapping data collected by right whale researchers and analyzing the results. Familiarize students with the data and base map, introducing components such as: North Atlantic Right Whale Adult and Calf Deaths—this data set indicates the location of adult and calf deaths reported in this area between 2004-2007. Right Whale Auto-Detection Buoys—this data set indicates the location of acoustic buoys used to detect the presence and location of whales. A relay system alerts ship captains to slow down or divert in order to avoid a ship strike.

20-30 min introduction

20 min activity20 min

discussion

continued >

A researcher positions a DTAG (Digital Acoustic Recording Tag) on a humpback whale to record sounds and measure underwater behaviors and movements (top). A computer animation based on data recorded by the tag reveals patterns never before seen or analyzed (bottom).

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nationalgeographic.com/bioblitzbioblitz > mapping information

Shipping Lanes, Major Ports, Right Whale Seasonal Management Area—Shipping lanes to and from major ports help regulate ship traffic within a seasonal management area. Grid System—a coordinate system that uses latitude and longitude measurements to locate points on the Earth’s surface. In the data sets, latitude and longitude are indicated in decimal degrees. On the map, each hash mark equals one-tenth of a degree.

4. complete activity, share, and discuss. Give students time to complete the activity. Then, ask students to share their maps and discuss the questions on the data worksheet (included below): 1. A calving ground is an area where whales give birth and care for their young. Based on the ratio of adult to calf mortalities, could there be a calving ground in this area? The ratio of calf to adult deaths is two to one, indicating a concentration of calves in this area. 2. Look at the location of these factors: (a) Right Whale Auto-Detection Buoys; (b) shipping lanes; and (c) right whale adult and calf deaths. Where would you place more buoys to prevent whale deaths and why? Additional buoys could be placed near active shipping ports such as Fernandina Beach and Brunswick.

3. One way to reduce ship strikes and whale deaths is to relocate shipping lanes that are used for transportation, fishing, and the import and export of commercial goods. What factors or impacts would need to be considered as part of such a proposal? Factors to consider might include economic impacts such as higher transportation or energy costs; transportation delays; environmental impacts if other ports would need to be expanded or if new ports are needed.

5. Wrap-up. Ask students to think about research they would conduct to help save right whales. Explain that scientific data has helped lead to shipping lane changes, reduced ship speed requirements, and modifications to fixed fishing gear.

Lab activity > 6

A d d i t i o n A l R e s o u R c e s

new England aquarium right Whale research

www.neaq.org/conservation_and_research/projects/

endangered_species_habitats/right_whale_research/

right_whale_projects/index.php

nOaa Fisheries Office of Protected resources:

north atlantic right Whales

www.nmfs.noaa.gov/pr/species/mammals/cetaceans/

rightwhale_northatlantic.htm

nOaa Fisheries Office of Protected resources:

ship strike reduction

www.nero.noaa.gov/shipstrike

north atlantic right Whale consortium

www.rightwhaleweb.org

right Whale Listening network

www.listenforwhales.org

Whalenet

http://whale.wheelock.edu/Welcome.html

This activity was developed in collaboration with Christopher Tremblay, Cornell Laboratory of Ornithology Bioacoustics Research Program; and Jennifer Cutraro, Amy Knowlton, and Kerry Lagueux, New England Aquarium Departments of Research and Education. Cartography: Kerry Laguex.

answer Key

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l Adult Deaths Calf DeathH Buoy

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nationalgeographic.com/bioblitzbioblitz > mapping information

data Worksheet

north atlantic right Whales—conflict and conservationNorth Atlantic right whales are on the edge of extinction and scientists believe research can help save this species. They are collecting geographic data to identify ways to reduce ship strikes, the leading cause of injury and death to right whales. What can be learned when this data is mapped?

dIrEcTIOns

sTEP 1.

Map Information. Experts have recorded the location of calf deaths, adult deaths, and buoys near the coast of Florida and Georgia. Use the latitude and longitude points in each chart (right) to map these locations. Map all the points on the same map. Before you make your map, think about the following:

• Will you use symbols or color to represent different data sets? What symbols? What colors?

• Most maps include elements such as date, orientation, scale, title, author, source, and legend. Look to see if these are included and add them, if missing.

sTEP 2.

Interpreting Information. After you have mapped the data, analyze your map to answer these questions.

1. A calving ground is an area where whales give birth and care for their young. Based on the ratio of adult to calf mortalities, could there be a calving ground in this area? Form a hypothesis based on patterns you see.

2. Look at the location of these factors: (a) Right Whale Auto-Detection Buoys; (b) shipping lanes; and (c) right whale adult and calf deaths. Where would you place more buoys to prevent whale deaths and why?

3. One way to reduce ship strikes and whale deaths is to relocate shipping lanes that are used for transportation, fishing, and the import and export of commercial goods. What factors or impacts would need to be considered as part of such a proposal?

Sources—Whale Death Data: Amy Knowlton, New England Aquarium; Buoy Locations: Christopher Tremblay, Cornell Bioacoustics Research Program

right Whale deaths near Florida, 2004-2007

right Whale auto-detection Buoys

© Brian J. Skerry/National Geographic Images

A North Atlantic right whale and calf. Researchers estimate there are only 300-400 right whales alive today.

Calves

Latitude Longitude

30.6˚ N 81.5˚ W

30.3˚ N 81.1˚ W

30.4˚ N 81.4˚ W

30.3˚ N 81.4˚ W

Adults

Latitude Longitude

30.9˚ N 81.1 W

31.0˚ N 81.1˚ W

Buoys

Latitude Longitude

30.4˚ N 81.2˚ W

30.3˚ N 81.3˚ W

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Map Worksheet

Title author

source Today’s date / /

LEGEnd

Major Ports

Shipping Lanes

__________________________

__________________________

__________________________

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Outline for Guided discussion > 9

Outline for Guided discussionSlide # Slide Notes

1

Start Presentation.

2

Have students identify the resources they use at school, such as food, water, books, computers, lockers, classrooms, and washrooms-- and where they are located. Use a whiteboard to sketch a map.

If you have time, use a different color marker to map re-sources utilized by teachers.

3

4

Go to nationalgeographic.com/bioblitz to download Mapping Information, in PowerPoint format.

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Outline for Guided discussion > 10

Outline for Guided discussionSlide # Slide Notes

5

6

Ask students to consider the question for each image and explain why they think each image is a map or not. Though these images depict areas of vastly varying sizes, all are graphic and all represent an area, physical or conceptual.

7

For more information about elephant seal research, see “Shore Leave,” in National Geographic (November 2008)), available online at http://ngm.nationalgeographic.com/2008/11/elephant-seals/casey-text

8

Ask one or more students to come up to the map and identify elements that make a map useful such as the names of landmasses or bodies of water.

Other elements on this map include a title; the author/source; latitude and longitude; place names; physical geog-raphy (land cover).

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Outline for Guided discussion > 11

Outline for Guided discussionSlide # Slide Notes

9

Date= When the map was madeOrientation= Direction (north arrow)Scale= Map distanceTitle= What, where, and whenAuthor/Source = who made the mapLegend = what the symbols mean

10

Ask students to identify different elements (see below). Note some while maps include all elements, others do not. Maps missing key elements are still useful, but people using these maps should be aware of what is or is not included. Ele-ments: Date= When the map was made; Orientation= Direc-tion (north arrow); Scale= Map distance; Title= What, where, and when; Author/Source = Who made the map; Legend = What the symbols mean.

11

Several research projects are profiled in this next section. For each project there is an introductory slide and then a slide with a map.

12

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Outline for Guided discussion > 12

Outline for Guided discussionSlide # Slide Notes

13

For more information, see The Snow Leopard Trust, www.snowleopard.org

14

The red dots mark the path of a satellite-tracked snow leop-ard. This research indicates that the range of snow leopards is two to four times greater than previously estimated.

For more information see “Out of the Shadows,” in National Geographic (June 2008) or visit the Snow Leopard Trust, www. snowleopard.org

15

16

Whale sharks can grow up to 40 feet, apprximately the length of a bus. Norman’s team identifies individual whale sharks using a computer program developed by NASA to help iden-tify star patterns.

Option: Watch “Where Do Whale Sharks Go?”. See Mapping Information Educator’s Resource, p. 4 or go to nationalgeo-graphic.com/bioblitz-video.

For more information about this research visit Ecocean, whaleshark.org.

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Outline for Guided discussion > 13

Outline for Guided discussionSlide # Slide Notes

17

To study the insect’s biology, scientists look beneath the bark of infested ash trees to study the borer galleries that block nutrient movement and kill trees.

18

19

Option: Watch “Into the Trees with Kangas.” See Mapping Information Educator’s Resource, p. 4 or go to nationalgeo-graphic.com/bioblitz-video.

For more information about this research visit the Tree Kangaroo Conservation Project, www.zoo.org/conservation/treeroo.html

20

This map shows shows how much space each female tree kangaroo uses in the cloud forest research area, and how little or how much these animals overlap. This research is increasing scientific knowledge of tree kangaroo biology and ecology and helps manage a new conservation area in Papua New Guinea.

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Outline for Guided discussion > 14

Outline for Guided discussionSlide # Slide Notes

21

22

23

Review with students, citing examples from the presentation and discussion, if helpful.

24

Brainstorm resources such as the library and Internet.

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Outline for Guided discussion > 15

Outline for Guided discussionSlide # Slide Notes

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