Marine Sanctuary

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Development of an appreciation of the various marine eco-systems and their issues. The aim of secondary school is to give pupils the opportunity to expand their increasing awareness of variety. During this unit the student gets to know the Pacific and Atlantic Ocean Marine Protected Areas and off the American Samoa coastline.

Through the acquisition of the biological diversity, environmental integrality and heritage of these marine protected areas, pupils can put into perspective what they learn about the interaction of life on our earth. Following the introduction to marine protected areas as a group, pupils work in small groups on the development of poster designs that emphasise important benchmark concepts in the contexts of each marine protected area.

Point the student to the picture of the world on the National Marine Sanctuary homepage. Contact the student to see if they recognise any of the places marked on the world. Explain to pupils that the chart shows areas of protection known as marine reserves. Inquire them to gamble about what the concept of marine reserves could mean.

When one of the pupils in the group has been to one of these places, ask the pupils to exchange their experience or observation of the environment with the group. Let the classes create small groups and link them to the National Marine Sanctuaries Frequently Asked Questions page. Every group should have a dedicated Frequently Asked Questions and give the group a short abstract of what they have learnt.

Then, have a quick discussion with the whole class: Which types of beings seem to be in all the shrines? How valuable is a marine protected area to the EU? Where are some of the issues facing the different eco-systems? Work in groups and use the Marine Sanctuaries newsletter to collect information about each sanctuary.

Every group creates a placard of their allocated marine reserve and then presents their information to the group. Also, when pupils work in groups, make sure that each pupil fills out the Studentenblatt in his or her own words. Groups of undergraduates should present their posts to the group. Once all demonstrations have been made, show the classrooms and give the pupils enough space to look at the uprights.

Invite the pupils to take note while presenting the poster and looking at the poster on display. While doing so, they should fill out the "Further Understanding" page, which asks them to describe how their Shrine is like the others and how it could be different or inimitable.

In addition, pupils should be able to describe the marine protected areas' missions in relation to the specific needs of the eco-systems they cover. The Gulf of the Farrollones, for example, is home to the highest concentrations of sea birds in the Continent U.S. As such, it tries to conserve these assets by administering man-made activity that can harm habitats and wildlife, by sponsoring conservation efforts to resuscitate troubled areas, and by overseeing programmes that deliver information to evaluate changes caused by physical and man-made disturbances.

Sustainable Seas Expeditions presents the NOAA National Marine Sanctuary Programme's perspectives and aims to give the reader up-to-date information on the progress of the programme and report from members of the group. On this page the most important offer is the Sanctuary Log, a daily report about the adventure and discovery of the group.

Oceans Explorer provides a plattform to track almost real-time oceansurveys, find out more about oceanscanning technology, watch secluded marine life and habitats in the multi-media galery, look back on NOAA's 200-year long oceans reconnaissance story and find extra oAA assets in a dedicated online resource. On the marine protection site, pupils can investigate the government's marine protection effort, which includes programmes to tackle marine contamination and avoid damages from the spill.