Your National Marine Sanctuaries

Photo: Mark Sullivan/NOAA Permit #10137

Grade Level
6-8

Timeframe
Five 45 Minute Sessions

Photo: Matt McIntosh/NOAA

Materials

Activity Summary

Computer, projector, and screenStudent computer access (1:1 or
1:2)
Student science journals or
notebooks
Slideshow program (i.e.,
PowerPoint)
Drawing paper
Colored pencils

This five-part mini-research project introduces students to the National
Marine Sanctuary System (NMSS). The activity begins with a teacher-led
walkthrough of the digital resources of the NMSS so students can learn
how national marine sanctuary sites are designated and why they areimportant to protect and preserve the ocean and Great Lakes.

Digital Materials (links provided):• A collection of site links areprovided at the end of eachsection for teacher andstudent reference
Print Materials:• National Marine Sanctuary
System Overview per
student• National Marine
Sanctuaries Comparison• National Marine
Sanctuaries Site Research
per student• Slideshow Criteria Checklist• Activity Rubric

Students will then conduct independent or small group research on
specific national marine sanctuaries using 360° videos, photos, and print
resources. Students will use the information they collected to compareand contrast the four different sites and create a slideshow that will bepresented to peers upon completion.

Learning Objectives
Students will be able to:• Explain and understand the goals and mission of the NMSS
• Discuss different ways scientists monitor the ecosystems
throughout the NMSS
• Describe potential challenges scientists may face whenmonitoring the ecosystems of the sanctuary sites• Appraise changes in the ecosystems and infer the causes• Research specific national marine sanctuary sites.
• Synthesize information from multiple resources and organize
their thoughts using a graphic organizer• Communicate their findings to peers via a multimedia
presentation Q & A

sanctuaries.noaa.gov/education

Key Words
abiotic, biodiversity, biotic, commerce,components, ecosystem, heritage, infer,
population, preserve, recreation,
sanctuary, stewardship

Photo: Kate Thompson/NOAA

Background Information

The Importance of the Ocean and Great
Lakes“The ocean, our coasts, and the Great Lakes
provide jobs, food, energy resources, ecologicalservices, recreation, and tourism opportunities,
and play critical roles in our nation'stransportation, economy, and trade, as well as theglobal mobility of our Armed Forces and themaintenance of international peace and security…
America's stewardship of the ocean, our coasts,
and the Great Lakes is intrinsically linked toenvironmental sustainability, human health, andwell-being, national prosperity, adaptation toclimate and other environmental changes, social
justice, international diplomacy, and national andhomeland security.” – July 19, 2010: Excerpt from
Executive Order 13547
The role of the ocean on our planet is immense;from the air we breathe to the food we eat, where
we vacation, and the transportation of goods andservices around the globe. Life as we know it would
not exist without the ocean. The estimated value ofthe global ocean-based economy is between $3-6
trillion USD annually with more than 3 billion
people relying on the ocean for their livelihood.
The ocean covers 72% of the planet and, combinedwith the atmosphere, is the reason Earth is ahabitable place to live. Meanwhile, the Great Lakes
account for one-fifth (21%) of the surface
freshwater on the planet and is an economic
powerhouse in its own right with an estimatedgross domestic product of $6 trillion USD
annually, impacting more than 107 million people.
National Marine Sanctuaries
Since 1972, NOAA's Office of National Marine
Sanctuaries continues to serve as the trustee for a

network of underwater parks encompassing morethan 600,000 square miles of marine and Great
Lakes waters. The network includes a system of 14
national marine sanctuaries andPapahānaumokuākea and Rose Atoll marine
national monuments. Few places on the planet cancompete with the diversity of the National Marine
Sanctuary System, which protects America's most
iconic natural and cultural marine resources. The
system works with diverse partners andstakeholders to promote responsible, sustainableocean uses that ensure the health of our mostvalued ocean places. A healthy ocean is the basis
for thriving recreation, tourism, and commercial
activities that drive coastal economies.
Below we introduce four of these underwaterparks.
Channel Islands National Marine Sanctuary
Twenty-five miles off the coast of Santa Barbara,
California, the waters around the Channel Islands
host an incredible array of marine life andhabitants. Designated in 1980, Channel Islands
National Marine Sanctuary protects 1,470 square
miles of ocean waters around the Northern
Channel Islands: Anacapa, Santa Cruz, Santa Rosa,
San Miguel, and Santa Barbara islands extending
from mean high tide to six nautical miles offshore
around each of these five islands. Here, warm andcold-water currents collide to create unique anddiverse marine communities. More than 28 species
of marine mammals, including rare blue andhumpback whales, come to feast on the bounty, as
do more than 60 species of sea birds.
Thunder Bay National Marine Sanctuary
Located in northwestern Lake Huron, Thunder Bay
is adjacent to one of the most treacherous stretchesof water within the Great Lakes system.
Unpredictable weather, murky fog banks, sudden
gales, and rocky shoals earned the area the name“Shipwreck Alley.”
Established in 2000, the 4,300-square-mileThunder Bay National Marine Sanctuary protects

sanctuaries.noaa.gov/education

Vocabulary
Abiotic factors - The nonliving factors in an
ecosystem.
Biodiversity - The variety of life on Earth,encompassing variation at all levels, from genes tospecies to ecosystems.
Biotic factors - The living factors in an ecosystem.

Ecosystem - A system of interactions between acommunity of organisms and their environment.
Heritage - A tradition, language, structure, site, orsomething belonging to a culture or particular societythat is passed down.
Stewardship - The careful and responsible
management of something entrusted to one's care.

Commerce - The large-scale trade of goods andservices.
one of America's best-preserved and nationallysignificant collections of shipwrecks. Fire, ice,collisions, and storms have claimed over 200
vessels in and around Thunder Bay. To date, nearly
100 shipwrecks have been discovered within the
sanctuary. Although the sheer number of
shipwrecks is impressive, it is the range of vessel
types located in the sanctuary that makes thecollection nationally significant. From an 1844side-wheel steamer to a modern 500-foot-long
German freighter, the shipwrecks of Thunder Bay
represent a microcosm of maritime commerce andtravel on the Great Lakes.
Hawaiian Islands Humpback Whale
National Marine Sanctuary
Hawaiian Islands Humpback Whale National
Marine Sanctuary was created by Congress in 1992
to protect humpback whales and their habitat in
Hawaiʻi. The sanctuary, which lies within theshallow (less than 600 feet), warm waters
surrounding the Hawaiian Islands, constitutes oneof the world’s most important humpback whale
habitats. A variety of marine life from humpback
whales to green sea turtles migrate through thisextraordinary habitat. Nearly two-thirds of theNorth Pacific humpback whale population breed in
Hawaiian Islands Humpback Whale National
Marine Sanctuary.
Florida Keys National Marine Sanctuary
Designated in 1990, Florida Keys National Marine
Sanctuary protects 2,900 square nautical miles ofwaters surrounding the Florida Keys, from southof Miami westward to encompass the Dry
Tortugas, excluding Dry Tortugas National Park.
The shoreward boundary of the sanctuary is themean high-water mark, essentially meaning thatonce you set foot in the waters of the Florida Keys,
you have entered the sanctuary.

Within the boundaries of the sanctuary lie
spectacular, unique, and nationally significant
marine resources including the only coral barrier
reef in the continental United States, extensive
seagrass beds, mangrove-fringed islands, and morethan 6,000 species of marine life. The sanctuary
also protects pieces of our nation’s history such as
shipwrecks and other archeological treasures.

Preparation

1. Download or open links to all digital materials
2. Prepare teacher and student devices (e.g.,
laptop, computer/projector, handhelds, VR
sets, etc.)
3. Preview videos, photos, and printed materials
4. Identify the national marine sanctuary thatstudents will research
5. Secure student devices and ensure slideshow
program (e.g., PowerPoint) is installed
6. Collect drawing paper and colored pencils forstudents
7. Copy Student Handouts (one per student)a) National Marine Sanctuary System
Overviewb) National Marine Sanctuaries Comparisonc) National Marine Sanctuary Site Researchd) Slideshow Criteria Checkliste) Activity Rubric

ProcedurePart 1 – Introduction to NMSS
Time: 45 minutes
1. Explain to students that over the next five days
they will be learning more about the National
Marine Sanctuary System. Share with them abrief overview of what each lesson will focus
on:sanctuaries.noaa.gov/education

locations. Tell them they will be comparing thedifferent natural and historical resources thateach site protects to gain an understanding of
the diversity of the National Marine Sanctuary
System.

Links to Lesson Content

Earth is Blue: Your National Marine Sanctuary
System:https://sanctuaries.noaa.gov/earthisblue/wk1.html
Photo: Mojoscoast/NOAA

a. Day 1: an overview of the National Marine
Sanctuary Systemb. Day 2: independent and group research tocompare four marine sanctuaries
c. Day 3: independent/group research of one
marine sanctuaryd. Day 4: build a slideshow presentation that
includes text and graphics
e. Day 5: present the slideshow to peers
2. Lead a discussion that activates priorknowledge of NOAA and NMSS. Allow
students to share their experiences andknowledge.
a. Ask students: Have you ever heard of
NOAA or the national marine sanctuaries?
b. NOAA stands for National Oceanic andAtmospheric Administration. What might
you infer is studied or carried out at
NOAA?
c. What is a marine sanctuary? Why might
national marine sanctuaries be important
to us?
3. Project computer screen to show Earth is Blue:Your National Marine Sanctuary System togive an overview of the National Marine
Sanctuary System.
4. Distribute the National Marine Sanctuary
System Overview handout to each student andexplain that students will work as a group to
use the internet and other digital resources tolearn more.
5. Guide students through the completion of Part
1 of the NMSS Overview handout.
6. Allow time for students to independently
complete Part 2 of the NMSS Overview
handout.
7. Inform students that in the next lesson they
will view a 360° video from four different

Additional Information

National Marine Sanctuary System Fact Sheet:sanctuaries.noaa.gov/about/national-marinesanctuary-system.pdf
National Marine Sanctuary FAQs:
https://sanctuaries.noaa.gov/about/faqs/
History of the National Marine Sanctuary System:
https://sanctuaries.noaa.gov/about/history/
Biodiversity:
https://sanctuaries.noaa.gov/earthisblue/wk120biodiversity.html
Ocean Guardians:
https://sanctuaries.noaa.gov/earthisblue/wk266stories-from-the-blue-ocean-guardian.html

Part 2 – National Marine Sanctuary Site
Comparison
Time: 45 minutes
1. Lead a discussion that allows students to sharewhat they remember from the previous lesson
about the NMSS. Remind students that national
marine sanctuaries are a system of protected
places. These locations protect a great diversityof natural and historical resources and include
14 national marine sanctuaries and two marine
national monuments that encompass more than
600,000 square miles of ocean and Great Lakes
waters.
2. Tell students that they will be viewing 360°
videos from four different national marine
sanctuaries. They will compare the different
attributes of the sites to appreciate the diversityof what is protected within this system.
3. Distribute the National Marine Sanctuaries
Comparison handout to each student anddiscuss the expectations for the assignment.
4. View the first 360° video of Channel Islands
National Marine Sanctuary. Show students how

sanctuaries.noaa.gov/education

to explore the 360° video by using the
keyboard to move the screen to the left, right,
up, and down. (Note: If students will be using
tablets on Day 3, this is a good time to model
how to explore the 360° video by holding thedevice and moving it around.)5. After viewing the Channel Islands National
Marine Sanctuary 360° video, lead a
discussion that allows students to shareexamples of the different natural and historicalresources they observed in the video. On theboard, record student examples. Categorize
the examples and group similar ones together
based on the reason it is significant (historical,
cultural, archaeological, educational, scientific,
ecological). Students should copy the notesfrom the board into their National Marine
Sanctuaries Comparison handout or record intheir science journals.
6. View each subsequent video (Florida Keys
National Marine Sanctuary 360° video,
Hawaiian Islands Humpback Whale National
Marine Sanctuary 360° video, Thunder Bay
National Marine Sanctuary 360° video)
pausing after each one to discuss and add tothe information on the board. You may want touse a different color marker for each national
marine sanctuary. Encourage students to add
examples as needed to their handout as you
add them to the board.
7. Tell students that they will use the examples
they recorded from the videos to draw picturesthat compare and contrast the diversity of theresources that are protected within eachmarine sanctuary. Encourage them to include
examples from all four marine sanctuaries intheir visual comparison.
8. Distribute drawing paper and colored pencils
to students. Circulate and assist as students
work independently (or with partners as
appropriate).
9. Lead a discussion that allows students to sharewhat they have learned about the diversity ofnatural and historical resources that are foundwithin the national marine sanctuaries.
10. Remind students that in the next lesson they
will be conducting further research on one of
the four national marine sanctuaries that they
just explored. Let the students know which site
they will be researching or tell them to think
about which one they would like to research.

Photo: Ed Lyman/NOAA(Note: At this point, you can choose to have all
the students research the same site, assign
students to research different sites, or allow
students to choose a site).
Part 3 – National Marine Sanctuary Site
Research
Time: 45 minutes
1. Lead a discussion that reviews what waslearned in the previous lesson about the
National Marine Sanctuary System.
2. Distribute the National Marine Sanctuary Site
Research handout to each student and discuss
the expectations for the assignment.
3. Distribute the Checklist and Rubric and discuss
criteria that will be used to evaluate their final
product.
4. Distribute devices to groups or individual
students. Remind them how to navigate the360° video by using the keyboard or by moving
the handheld device.
5. Show students how to find the videos, photos,
and text resources on their devices. Let themknow they should start with the 360° video,
and then use any or all of the remaining
resources to answer the questions on theirhandout. Encourage them to watch videos
more than once.
6. Circulate as they work collaboratively or
independently to complete the student
handout.
7. Lead a brief wrap up session that reminds
them that in the next lesson, they will use thesanctuaries.noaa.gov/educationinformation they collected to create aslideshow about their national marine
sanctuary site.
Note: Links to each of the four national marine
sanctuaries and their corresponding 360° video
are available at the end of the lesson.
Part 4 – Slideshow Development
Time: 45 minutes
1. Lead a discussion that reviews what waslearned in the previous lessons about the
National Marine Sanctuary System.
2. Remind students that in today’s lesson they
will be using the information from the
National Marine Sanctuary Site Researchhandout (completed previously) to create aslideshow about that national marine
sanctuary site. Encourage students to use thechecklist and refer to the rubric to ensure thatthey are meeting all of the criteria for theassignment.
3. Lead a brief wrap up session that reminds
them that in the next lesson, they will bepresenting their slideshows to the class andthat they should be prepared to answer
questions from their peers.
a) Time permitting, request that yourstudents identify two questions to ask theirpeers tomorrow during the presentations.
Part 5 – Presentations plus Q&A
Time: 45 minutes
1. Lead a discussion that reviews what waslearned in the previous lessons about the
National Marine Sanctuary System.
2. Allow time for student presentations andquestions from the audience.

Photo: NOAA

3. Lead a brief wrap up session that reviews what
was learned. Emphasize the key points forstudents.
a) The national marine sanctuaries are all partof a system of protected places.
b) Sanctuary sites are designated for theirconservation, recreational, ecological,
historical, scientific, cultural,archaeological, educational, or aesthetic
resources.
c) Sanctuary sites protect a vast diversity of
ecosystems, which include both plants andanimals, as well as cultural and historic
resources.

Additional Information• NOAA: https://www.noaa.gov/about-our-agency• History of the National Marine Sanctuary
System:https://sanctuaries.noaa.gov/about/history/• NOAA Office of National Marine Sanctuaries:
https://sanctuaries.noaa.gov/• Photo and Video Gallery:
https://www.flickr.com/photos/onms/• Get Involved:
https://sanctuaries.noaa.gov/involved/

Photo: Mitchell Tartt/NOAA

sanctuaries.noaa.gov/education

Education Standards
Next Generation Science
Standards

Supports NGSS Performance Expectation
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biologicalcomponents of an ecosystem affect populations.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on theenvironment.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and percapita consumption of natural resources impact Earth’s systems.
Science and Engineering Practices:• Engaging in Argument from Evidence

Common Core State
Standards

Great Lakes
Literacy Principles
Ocean
Literacy Principles

Disciplinary Core Ideas:
Crosscutting Concepts:• ESS3.C: Human Impacts on Earth Systems• Cause and Effect• LS2.C: Ecosystem Dynamics, Functioning, and• Patterns
Resilience• Stability and Change
Language Arts:• Integration of Knowledge and Ideas:• Text Types and Purposes:
o CCSS.ELA-Literacy.RST.6-8.7
o CCSS.ELA-Literacy.WHST.6-8.1
o CCSS.ELA-Literacy.RST.6-8.9
o CCSS.ELA-Literacy.WHST.6-8.2
o CCSS.ELA-Literacy.RI.6-8.7
o CCSS.ELA-Literacy.W.6-8.7• Production and Distribution of Writing:o CCSS.ELA-Literacy.W.6-8.8
o CCSS.ELA-Literacy.WHST.6-8.4
o CCSS.ELA-Literacy.W.6-8.9
o CCSS.ELA-Literacy.WHST.6-8.6o• Comprehension and Collaboration:o CCSS.ELA-Literacy.SL.6-8.1
o CCSS.ELA-Literacy.SL.6-8.2
8.The Great Lakes are socially, economically, and environmentally significant to the region, the nation and theplanet.
5. The ocean supports a great diversity of life and ecosystems.
6. The ocean and humans are inextricably interconnected.

Links for Individual National Marine
Sanctuaries
Option #1: Florida Keys National Marine Sanctuary• Explore the Blue: 360° Coral Restoration
video: https://sanctuaries.noaa.gov/vr/floridakeys/coral-restoration/• Divers help rescue flipped corals in Florida
Keys:
https://www.youtube.com/watch?v=2PQhPjN
GnNo&list=PLb4cRzbHvBICkxSdUbE2WbwniwY7nrs7&index=1• Florida Keys Photos:
https://www.flickr.com/photos/onms/albums/
72157657763892082• Florida Keys Map:
sanctuaries.noaa.gov/media/docs/20190214fknms-fy18-accomplishments.pdf

Option #2: Channel Island National Marine Sanctuary• Explore the Blue: 360° Sea Lion Encountervideo:
https://sanctuaries.noaa.gov/vr/channelislands/sea-lion-encouter/• Channel Islands National Marine Sanctuary
Overview:
https://www.youtube.com/watch?v=q2m2rUh
rfm8&list=PLb4cRzbHvBIZuk2GFxJou04y758ZIegD&index=1• Channel Islands Photos:
https://www.flickr.com/photos/onms/albums/
72157654010239976• Channel Islands Map:
sanctuaries.noaa.gov/media/docs/20190214cinms-fy18-accomplishments.pdf

sanctuaries.noaa.gov/education

Option #3: Hawaiian Islands Humpback Whale
National Marine Sanctuary• Explore the Blue: 360° Hawaiian Experience
video: https://sanctuaries.noaa.gov/vr/hawaiihumpback-whale/hawaiian-adventure/• Humpback whale cut free from marine debris:
https://www.youtube.com/watch?v=sxxaX0D7Bc&list=PLb4cRzbHvBJyBiN4yw4FQXX4yV0dDjZp&index=3• Hawaiian Island Humpback Whale NMS Photos:
https://www.flickr.com/photos/onms/albums/7
2157654509849983• Hawaiian Islands Humpback Whale Map:
sanctuaries.noaa.gov/media/docs/20190214hihwnms-fy18-accomplishments.pdf
Option #4: Thunder Bay National Marine Sanctuary• Explore the Blue: 360° Shipwreck Alley video:
https://sanctuaries.noaa.gov/vr/thunderbay/shipwreck-alley/

Photo: SeaWiFS Project, NASA/Goddard Space Flight Center
and ORBIMAGE

•

•

•

•

Get into Your Sanctuary:https://www.youtube.com/watch?v=OfXsHNZSfCULighthouses of Thunder Bay:https://www.youtube.com/watch?v=hwjCpiNCv
Xc
Thunder Bay NMS Photos:
https://www.flickr.com/photos/onms/albums/72
157652416407293
Thunder Bay Map:
sanctuaries.noaa.gov/media/docs/20190214tbnms-fy18-accomplishments.pdf

Alternative/Extension Ideas• Students complete the worksheets in theirjournal/notebook.
• Students record their research in Google Docs.
• Students write a report comparing two sanctuarysites.
• Students present their work orally, individually,or in small groups.
• Students write and design a newspaper ormagazine advertisement for their assigned
national marine sanctuary site.
• Students design a poster for one (or all) of thefour national marine sanctuary sites.
• Students create a Google Doodle for NOAA’s
Office of National Marine Sanctuaries and/or for
their assigned sanctuary site.
• In small groups, students create a tour guide forthe site they have been assigned. The guide
should include a map, historical facts, points ofinterest, and key plants and animals to observe.
Then, as a class, put together a “Summer Road
Trip” presentation of the four sanctuary sites
including images and videos from each site.

This lesson was developed by NOAA’s Office of National Marine Sanctuaries in partnership with Ocean First
Education. This lesson is in the public domain and cannot be used for commercial purposes. Permission is
hereby granted for the reproduction, without alteration, of this lesson on the condition its source isacknowledged. When reproducing this lesson, please cite NOAA’s Office of National Marine Sanctuaries as thesource, and provide the following URL for further information: http://sanctuaries.noaa.gov/education.
If you have any further questions or need additional information, email sanctuary.education@noaa.gov.
Funding provided by the National Marine Sanctuary Foundation.

sanctuaries.noaa.gov/education

National Marine Sanctuary System Overview
Directions:• Preview the discussion questions below.
• As you research about the national marine sanctuaries, prepare to discuss thesequestions with your partner and the whole class by recording bullet pointed phrases that
address each question. Be as specific and detailed as possible.
• If you finish before the group is ready to discuss, make a list of two to three questions
you have about the national marine sanctuaries.
Discussion Questions – Part 1
1. How and when was the National
Marine Sanctuary Systemestablished?

2. What are the goals of the National
Marine Sanctuary System?

3. Where are the national marine
sanctuaries located?

4. How many sites are there and how
many total square miles do theyprotect?

5. Why is it important to protect and preserve marine sanctuaries?

sanctuaries.noaa.gov/education

6. In what ways do national marine
sanctuaries show how communities
can balance protection withrecreation and commercial activities?

7. In what ways do national marine
sanctuaries support the economies of
local communities?

8. Describe the different ways that thebiotic components of an ecosystem,
including humans, can impact theoverall health of the ecosystem.

9. Describe the different ways that theabiotic components of an ecosystem,
such as weather, climate, water, andsunlight, can impact the overall
health of the ecosystem.

10. How are the ecosystems within the national marine sanctuaries monitored for
health?

sanctuaries.noaa.gov/education

Directions:• Preview the discussion questions below.
• Independently, answer the questions below. Be as specific and detailed as possible.
Discussion Questions – Part 2
1. What actions can you take to help protect the national marine sanctuaries?

a. Describe a program you would like to see in your community that would foster asense of ocean stewardship.

b. Describe what you would consider appropriate etiquette when visiting a national
marine sanctuary.

sanctuaries.noaa.gov/education

National Marine Sanctuary Comparison
The national marine sanctuaries are a system of protected places. These four national marine
sanctuaries have been designated due to their significant natural and cultural features. Within
the boundaries of each national marine sanctuary you will find habitats with special ecologicalsignificance; maritime heritage resources with special historical, cultural, archaeologicalsignificance; opportunities for important economic uses like tourism, fishing, diving, and otherrecreational activities; and opportunities for education, stewardship, and scientific research.
Directions:
Preview the format and information provided.
As you watch each 360° video, record the following information.
1. Describe what is significant or unique about the national marine sanctuary.
2. Identify why each location was designated to be part of the National Marine Sanctuary
System, include three specific examples that support the inclusion of that site as anational marine sanctuary.
3. Sketch pictures and take notes that will help you to remember each national marine
sanctuary location and why it is significant.
Channel Islands National Marine Sanctuary
What makes it significant or unique?

Interesting facts and notes to remember.

Why was it designated part of the National Marine Sanctuary System?

sanctuaries.noaa.gov/education

Florida Key National Marine Sanctuary
What makes it significant or unique?

Interesting facts and notes to remember.

Why was it designated part of the National Marine Sanctuary System?

Hawaiian Islands Humpback Whale National Marine Sanctuary
What makes it significant or unique?

Interesting facts and notes to remember.

Why was it designated part of the National Marine Sanctuary System?

sanctuaries.noaa.gov/education

Thunder Bay National Marine Sanctuary
What makes it significant or unique?

Interesting facts and notes to remember.

Why was it designated part of the National Marine Sanctuary System?

1. Which of the four national marine sanctuaries is the closest to you?

2. Have you visited any of the four national marine sanctuaries? If so, where did you go?

3. Which of the four national marine sanctuaries would you like to visit and why?

sanctuaries.noaa.gov/education

National Marine Sanctuary Site Research
Directions:• Preview the information and questions below.
• Use the digital and printed materials available to conduct research about your assigned
sanctuary site.
• Independently, complete the fields below. Be as specific and detailed as possible.
National Marine Sanctuary Name

Location

Why was this ecosystem chosen to be a national marine sanctuary?

What are the biotic and abiotic components of the ecosystem that interact?
Biotic components

Abiotic components

Why is it important to protect this national marine sanctuary?

sanctuaries.noaa.gov/education

How is this marine sanctuary influenced by outside factors?
How are the populations of living things
impacted by the biotic components in thisecosystem?

How are the populations of living things
impacted by abiotic factors in thisecosystem?

What actions can people take to help the National Marine Sanctuary System meet its goal ofprotecting and preserving the ocean and Great Lakes?
Example 1

Example 2

Fun Fact

sanctuaries.noaa.gov/education

Slideshow Criteria Checklist
Use this checklist to be sure you include all of the required information in your slideshow.

Component

Got it!

Title of sanctuary site
Location of site (including a map)
Reason it was chosen as a sanctuary site
Examples of invertebrates (2)Examples of mammals (2)Examples of fish (2)Examples of birds (2)Example of heritage protected by the site (1)Example of a recreational use of the site (1)Example of a commercial benefit to the local economy (1)Example that demonstrates the biodiversity protected by the site (1)Example of a biotic component of the ecosystem impacting the site (1)Example of an abiotic factor impacting the site (1)Examples of actions that can be taken to protect and preserve the site (2)sanctuaries.noaa.gov/education

Activity Rubric
5 - Students Exceeds
Assignment Expectations

3 - Students meetassignment expectations

1 - Students approachassignment expectations

Student produces clear andcoherent writing which is
Writtenappropriate to task andexplanation of ideas
effectively communicates
relevant ideas.

Student produces writing
which is appropriate to task
and mostly communicates
relevant ideas.

Student produces writing
which is appropriate to task
and attempts tocommunicate relevant ideas.

Meets the criteria
set for information
to include.

Student work includes all
required information fromresearch outline.

Student work includes somerequired information fromresearch outline.

Student work includes very
little required informationfrom research outline.

Quality of graphics
to support text.

Student work includes
multiple graphic aids
including maps, photos,
tables, or graphs.

Student work includes somegraphic aids including maps,
photos, tables, or graphs.

Student work includes agraphic aid such as a map,
photo, table, or graph.

Presentation of
ideas

Student clearly expresses
ideas and answers questions
knowledgeably.

Student expresses ideas andanswers most questions
knowledgeably.

Student expresses ideas andanswers some questions
knowledgeably.

Points Earned

Total
Comments/20