Sequence | Background | Objectives | Materials | Activity | Extensions | Evaluations

TOPIC-TITLE Physical Parameters - Whale Hang-Out in the Gulf of Mexico AUTHOR Elizabeth Young GRADE SUITABILITY Middle School SCOPE Oceanography, Environmental Science, and Biology

Sequence Before this activity students should be provided with information about marine mammals and strategies relative to their life histories. < < go top

Background Summary Whales in the Gulf of Maine region are usually found in relatively shallow areas where up-welling currents carry nutrients into the photic zone. Phytoplankton flourish in this zone and become food for the zooplankton upon which many of the great whales, especially those with baleen, feed. Toothed whales such as the Atlantic whitesided dolphins and harbor porpoises feed upon small fish that gather to eat zooplankton. < < go top Objectives Students will be able to do the following: Demonstrate an understanding of bathymetric charts as representations of the ocean floor. Develop hypotheses regarding whale distribution in relation to depth of water, currents, and up-wellings. Demonstrate an understanding of how LORAN numbers and global positioning systems are used in navigation and positioning of marine vessels. < < go top Materials Gulf of Maine chart in the form of an overhead transparency showing depth, relation to the Atlantic Ocean, and other related information. Navigational chart of the whale watch area duplicated on different colors according to the depth scale used. Cardboard, Styrofoam®, foamboard, or other source of filler to use for spacing between depth layers. Scissors, Exacto® knives, rulers, glue, and masking tape. (Note: Students should use extreme care with Exacto® knives). < < go top Activity Note: This activity can precede a whale watch field trip, thereby setting the stage for students to make observations for data collection. A whale watch field trip will empower the students to investigate their hypotheses about whale migration patterns. The teacher must visit the whale watch tour company to find if there will be naturalists on board, tour the boat, and arrange with the captain a listing of LORAN readings at locations of sightings of marine mammals so students may use these data. Using the navigational chart and the transparency, stress the salient features of the Gulf of Maine, in particular the up-welling along the coast and over the George's Bank. This can be accomplished by an explanation of LORAN numbers and how they are used to indicate position on the chart. View selected portions of the video, A Sea Beside the Sea. In cooperative learning groups, have the students carefully create a three-dimensional scale model of the area of the whale watch. Students may use Styrofoam® or cardboard to demonstrate the depths on the Gulf of Maine chart. For instance, set a width of Styrofoam®or cardboard that is equivalent to a certain depth -- ¼" of Styrofoam® = 20 meters of water depth. Construct a scale model according to the depths located on the Gulf of Maine chart. Styrofoam or cardboard layers should be glued directly to the chart. For added stability, glue the chart to foamboard or thick cardboard. Have each student group develop record sheets that include time, species, and number of marine mammals, behavior (spyhopping, tail-lobbing, flipper flapping, breaching, and other related characteristics) depth of water at sighting, weather, and other pertinent data. Students will use these parameters to record observations while on the whale watch. Through group discussions, have students develop several hypotheses regarding the relationship between depth, distance from shore, appearance of other boats in the vicinity, and the number and species of marine mammals sighted. On the whale watch, have one student record the depth and LORAN position every 20 minutes, using information from the navigational equipment in the pilot house. Upon return from the trip, have students plot the location of whales and dolphins sighted during their trip, on their scale models. They can then test the hypotheses developed in #6 regarding location of marine mammals. < < go top Possible Extension Report findings via WHALENET (http://whale.simmons.edu) on the Internet. Use WHALENET to trace the migration of a particular species from beginning to end for the season. < < go top Teacher Evaluation Collect and evaluate record sheets for thoroughness. Have each student write a report based on his/her observations including information to support or deny the hypotheses. Students should also include their thoughts on how pollution from nearby cities affects productivity of shallow waters and thus, marine mammals. Students should also list other factors that affect migration patterns -- other than up-welling and depth of water. < < go top