Excerpt: Theme Coral Reef Monitoring Links to Overview Essays and Resources Needed for Student Research. See specific citations on ?Coral Monitoring Data Worksheet? on Page 9 of this Lesson Plan.

Excerpt: Materials Needed. Copies of either ?Coral Reef Self-Test? (fill-in-the-blank version, with or without word bank) or ?Coral Reef Self-Test Crossword Puzzle,? one copy for each student or student group. (optional) Computers with internet access; if students do not have access to the internet, direct them to local library resources, and/or download copies of materials cited under ?Learning Procedure? and provide copies of these materials to each student or student group...

Excerpt: Focus Question. How are marine protected areas used in various countries to protect natural and cultural resources? Learning Objectives. Students will be able to identify internet resources containing information on international Marine Protected Area projects. Students will be able to describe a process for evaluating the effectiveness of marine protected areas. Students will be able to explain the relationships between biophysical, socioeconomic, and governanc...

Introduction: Sharks are fish in the class Chondrichthyes, or cartilaginous fishes. As a group, sharks (and other elasmobranchs, such as skates and rays) present an array of issues and challenges for fisheries management and conservation. They are generally at the top of the food chain and their abundance is relatively small compared to groups at lower trophic levels. They are often characterized by late age of maturity and relatively slow growth and reproductive rates. ...

Excerpt: Focus Question. What criteria should be considered when designing marine reserves to protect biodiversity? Learning Objectives. Students will be able to describe the general meaning of biodiversity. Students will be able to describe four criteria for marine reserves designed to protect biodiversity. Students will be able to discuss the advantages and disadvantages of clustered vs. scattered sites in marine reserves.

Excerpt: Focus Question. What are marine protected areas, and how do they contribute to natural, economic, and cultural resources? Learning Objectives. Students will be able to define ?marine protected area? (MPAs), and identify the reasons for establishing MPAs. Students will be able to compare and contrast natural heritage, cultural heritage, and sustainable production MPAs. Students will be able to discuss an example of each of the above types of MPA...

Introduction: From the headwaters of coastal and Great Lakes watersheds to the open oceans that extend beyond the Exclusive Economic Zone 200 miles offshore, America?s oceans and coasts offer vast opportunities and challenges, including: Increasing demands on ocean and coastal ecosystems from expanding human population and economic development, such as marine recreation and transportation; Evolving local, state, federal, and international institutional roles; Seasonal, i...

Excerpt: I am pleased to present the National Ocean Service (NOS) Strategic Plan, which charts our course for preserving and enhancing coastal and ocean ecosystems while supporting long-term economic growth. Developed by NOS?s leadership and employees, this Plan describes our goals and strategies for achieving them over the next five years. This Plan also provides a framework within which we will execute NOS programs and measure performance to better connect to NOAA?s pl...

Excerpt: Focus Question. How can cultural resources be protected from natural processes that tend to destroy historically important artifacts? Learning Objectives. Students will be able to describe at least three oxidation/reduction reactions involved in the corrosion of iron in seawater. Students will be able to define and discuss the major steps in conserving marine archeological artifacts.

Excerpt: Focus Question. How is it possible to reduce dangers to ships from natural hazards in the Great Lakes? Learning Objectives. Students will be able to describe at least three major types of vessels that have been used for commercial shipping in the Great Lakes. Students will be able to describe at last three hazards to ships that have been responsible for shipwrecks in Thunder Bay and how these hazards might have been reduced. Students will be able to apply basic ...

Excerpt: ABOUT THE AWARDS. Innovation, resourcefulness, leadership, and a commitment to balancing the human use of America?s coastal and ocean resources with the needs of the resources themselves--these are the hallmarks of the Walter B. Jones Memorial and NOAA Excellence Awards.

Excerpt: Focus Question. How does understanding the theory of plate tectonics and the history of life on Earth directly benefit humans? Learning Objectives. Students will be able to describe and explain the theory of plate tectonics. Students will be able to describe and explain the ?Big Bang? theory for the origin of the universe.

Excerpt: Focus Question. What discoveries and human benefits have resulted from exploration of the Earth?s deep oceans? Learning Objectives. Students will be able to describe at least three human benefits that have resulted from explorations of the Earth?s deep oceans. Students will be able to identify separate examples of Ocean Exploration expeditions focused on historical, biological, and physical features of the Earth?s deep oceans.

Excerpt: Focus Question. What are some molecular biology techniques that scientists use to explore Earth?s deep oceans? Learning Objectives. Students will be able to explain and carry out a simple process for separating DNA from tissue samples. Students will be able to explain and carry out a simple process for separating complex mixtures.

Excerpt: Focus Question. What causes droughts, and how do they affect coastal ecosystems and human communities? Learning Objectives. Students will be able to define ?drought? and explain how drought conditions may affect coastal ecosystems. Students will be able to discuss how drought conditions correlate with water temperature changes in the tropical Pacific Ocean.

Excerpt: Focus Question. What are invasive species, why are they a problem, and what can be done about them? Learning Objectives. Students will be able to define, compare, and contrast invasive species, alien species, and native species. Students will be able to describe at least three problems that may be associated with invasive species. Students will be able to describe at least three invasive species, explain how they came to be invasive, and discuss what can be done about them.

Excerpt: Focus Question. What are some causes and consequences of global climate change? Learning Objectives. Students will be able to define ?forcing factor? and will be able to describe at least five forcing factors for climate change. Students will be able to describe at least five ways in which climate change could affect human communities. Students will be able to cite at least three lines of evidence that suggest the Earth?s climate may change in the 21st century.

Description: This document contains information regarding geographic distribution of NOS personnel.