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- [Claire] Thank you so much for joining our 
webinar today.

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We are pleased

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to have you join us for our National Marine

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Sanctuary Webinar Series.

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This series is hosted by

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the NOAA Office of National Marine Sanctuaries

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and our goal is to provide

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relevant information about education and

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outreach programs, products, and curricular

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materials to bring the ocean into your classroom

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and to connect you

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with America's underwater treasures,

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also known as our

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National Marine Sanctuaries.

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You should be looking here at a map.

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This is our network of

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underwater parks that encompass more

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than 170,000 square miles

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of marine and Great

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Lakes waters.

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We go from Washington State all the way

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across the country to the Florida Keys

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and from Lake Huron

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to American Samoa

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and this network currently includes a system of

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13 National Marine Sanctuaries

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and the Papahanaumokuakea

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and Rose Atoll

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Marine National Monuments

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and it's important to note that National

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Marine Sanctuaries help protect the ocean

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and Great Lakes.

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My name is Claire Fackler.

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I'm the National Education

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Liaison for NOAA's Office of

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National Marine Sanctuaries

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and I'll be facilitating today's webinar

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from Santa Barbara, California.

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We also have Shannon Ricles,

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who is the Education Coordinator

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for the Monitor National Marine Sanctuary,

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who's sitting in North Carolina,

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who will be helping to answer questions

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from attendees

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and running our poll questions.

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So today's presentation is actually our third

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in our National Marine Sanctuary Webinar Series,

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So we're still in the process of learning

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how everything works and so we

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greatly appreciate any feedback you may have

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following the presentation

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that will help us to improve the experience.

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It's important to know that all of you

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as attendees ill be in listen-only mode

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during the webinar.

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If you have any questions or if you're

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having any technical difficulties,

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please put them

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in the bottom of the

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control panel on the right hand of your screen.

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You'll see an area that you can write questions

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and certainly,

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if you're having technical issues,

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that is where you will write your

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issues as well

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and either Shannon or myself will try to

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address them as soon as possible.

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So we are recording this session

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and we will share the recording with all

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of the registered participants via the archive page that we have online.

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A URL or a weblink for that page

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will be provided at the end of the

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presentation as well as in the follow-up email.

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Today we have over 81 participants

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and I'm pleased to introduce that we will have

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Jennifer Stock,

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who's the Education Coordinator

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at Cordell Bank

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National Marine Sanctuary presenting

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today's presentation,

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which is called Winged Ambassador:

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Ocean Literacy through the Eyes of Albatross.

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On today's webinar

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you'll learn how albatrosses,

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which are charismatic

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and threatened seabirds,

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are really ambassadors for a clean ocean.

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They traverse vast oceanic regions

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searching for floating food

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and along their journeys

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they ingest plastic trash

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and are hooked in fisheries.

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So you'll learn

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about these five inquiry-based lessons that are

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put together for grades 6 through 8

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and there's also extensions for

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high school grades 9 through 12.

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A little bit more about

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Jennifer Stock.

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She coordinates all education

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and outreach activities

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for NOAA's Cordell Bank

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National Marine Sanctuary

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and this includes things such as

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creating exhibits and signage

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to increase awareness about the sanctuary.

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She helps provide professional

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development for educators.

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She translates the science for multiple

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target audiences

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and conducts outreach and develops

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publications and outings for the community.

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She's also

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a local ocean DJ

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and she hosts a monthly radio

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show called Ocean Currents that's on the

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community radio station for West Marin,

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which is KWMR,

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so if that interests you I highly
encourage you to check out that

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community radio show.

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Jennifer is a resident of

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Petaluma and she has been with our Cordell Bank

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National Marine Sanctuary since the year 2000.

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And prior to that she was

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an outdoor educator and naturalist

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with the Yosemite National Headlands Institute,

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the Guided Discoveries,

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Catalina Island Marine Institute,

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and the National Park Service

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as a seasonal interpreter.

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So, with that she brings

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over 20 years of environmental education experience to

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her role as a sanctuary educator

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and she has a Bachelor of Arts in

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Biology from the University of Delaware

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and a Master's of Science in Education

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through the Dominican University of California.

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So with that, Jenny,

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I welcome you to unmute yourself

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and I will pass the screen on to you.

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And Jenny, are you there?

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Jenny, can you check your audio for us, please?

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Jenny, are you still there?

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Well, let's see---

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Shannon, are you hearing Jenny at all?

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[Shannon] - No, I am not.

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[Jenny] - Is it better now? Can you hear me now now?

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[Claire] - Now we can hear you, yes.  Welcome.

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[Jenny] - So sorry, there's all these buttons and, um,

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yeah, I'm here and I'm really happy to
start presenting, so

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thank you so much for that introduction, Claire,

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and it's so nice to see a whole

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bunch of you online getting ready to learn about

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this exciting curriculum.

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So I'm actually based out in Point Reyes, California,

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just north of San Francisco

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and I've been with the sanctuary just

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over 15 years

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and before I really go into this presentation

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I really want to mention that

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Winged Ambassadors came together

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because of a partnership

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between two of these special places

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in the national system,

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the Cordell Bank National Marine Sanctuary

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and the Papahanaumokuakea Marine

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National Monument

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and also through our non-profit partner,

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Oikonos Ecosystem Knowledge,

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who conducted a lot of research in the

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Cordell Bank and the Papahanaumokuakea

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Marine National Monuments

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about albatrosses,

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and we all work together

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to create these lessons

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and you're going to

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hear a little bit about

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each of these places

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and organizations

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today.

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[Claire] - And, Jenny,

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before you get started,

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we have a couple

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poll questions to know

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a little bit more about the audience,

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so Shannon go ahead.

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All right, Shannon, you've got the poll questions here?

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All right,

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I've launched the first poll question,

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so for those of you

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that are here,

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we wanted to get a sense

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if you're primarily a formal or informal educator

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or if you don't teach or something else.

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So go ahead and look on your screen

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to respond to the poll.

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All right, we're at 80% which is great.

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I'll give you just a few more seconds

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here to see if we can increase that number.

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[Shannon] - Thanks, Claire,

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I got muted for some reason.

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[Claire] - No problem.  I'll let you run the next---

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[Shannon] - All right, I appreciate it.

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I'm learning, too, guys.

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[Claire] - Yeah,

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all right, we're about 90% voted.

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Last two seconds here

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and then I'll close the poll

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and share the results.

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Okay, excellent.

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So everyone should be

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able to see and, Jenny, let me know

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if you can also see the results here.

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[Jenny] - Yep, I see it, thank you.

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.
So most of us teach here, which is great!

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[Claire] - All right, and we have a follow-up question here,

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so go ahead.

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[Shannon] - Okay and so we have a second poll question,

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is what grade levels do you teach?

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Is it elementary,

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middle school, high school, college, or other?

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And we will give you

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a couple of seconds

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to answer those questions.

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Let's see, we have about 22% so far.

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Okay, we're gettin' there.

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Okay.

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All right, we'll just give it a couple more seconds.

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I think most people have answered,

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So let's---

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Okay, I'm gonna close the poll

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and share the results.

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So it looks like the majority are "other"

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with "high school" following close

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behind and then "middle school".

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All right, and we have

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one more poll that we need to share with you guys.

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Let's see---

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How do I shut this one out, Claire?

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I'm sorry.

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[Claire] - Oh, and go ahead and hide results.

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[Shannon] - Hide results,

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Okay,

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thank you, thank you.

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[Claire] - Sure.

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[Shannon] - And the last poll question we have is---

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I lost it, Claire. I think you're gonna
need to take it.

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[Claire] - Okay, no problem.

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So now we're getting a sense of what subjects,

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if you are a teacher or do

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informal ed,

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any specific subjects that you teach,

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science, math, social studies, or other.

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So go ahead.

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Thank you for your interactivity on today's webinar.

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[Shannon] - Thank you, Claire. It popped out into a

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separate box.

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I thought I lost it.

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[Claire] - Sure.

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[Shannon] - All right, looks like just about everybody has responded,

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so let me go ahead and close

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that one and share it with you.

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Looks like most of

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you are science.

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All right.

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Okay, well, we will turn it back over to Jenny now.

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[Jenny] - All right, thank you.

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Good to know a little bit about everybody.

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So about 15 years ago when I came to work

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at Cordell Bank National Monument Sanctuary

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[unintelligible]

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___that we're part of the---

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excuse me---

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Office of National Marine Sanctuaries

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and on the West Coast we have five national

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marine sanctuaries,

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which should give you a pretty good idea

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this is an amazing part of the world

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with a lot of life here,

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but when I came here,

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I came to work for a sanctuary

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that's completely offshore,

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meaning there's no shoreline access.

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So coming from the world of education where

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I taught a lot with students in the field

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and had a lot of things to touch and see and feel

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and sample from,

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there was a lot of creativity

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in terms of coming into a

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place that you really are not going to get to very

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often to touch

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and to really think

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of what are the stories that make

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Cordell Bank

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National

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Monument

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Sanctuary

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so special

00:11:35.440 --> 00:11:36.289
that it was created

00:11:36.289 --> 00:11:37.495
as a marine protected area.

00:11:37.495 --> 00:11:39.200
So I just wanted to share some of those

00:11:39.200 --> 00:11:42.000
superlatives that arise to the surface, because albatross

00:11:42.000 --> 00:11:45.279
certainly came out on top for this curriculum.

00:11:45.279 --> 00:11:46.907
Number one is, of course,

00:11:46.907 --> 00:11:48.469
this underwater feature,

00:11:48.469 --> 00:11:50.000
the Cordell Bank itself,

00:11:50.000 --> 00:11:53.440
is this beautiful temperate rocky reef that is

00:11:53.440 --> 00:11:56.229
somewhat of a centerpiece of the sanctuary

00:11:56.229 --> 00:11:56.959
under water

00:11:56.959 --> 00:12:00.000
and beautiful invertebrates are an incredible

00:12:00.000 --> 00:12:01.583
refuge for fishes

00:12:01.583 --> 00:12:05.680
and create a lot of productivity underwater.

00:12:05.680 --> 00:12:07.097
Of course, overall

00:12:07.097 --> 00:12:10.560
this region is incredibly productive drawing

00:12:10.560 --> 00:12:14.399
a lot of predators and mammals and
seabirds to this area because of the food,

00:12:14.399 --> 00:12:17.519
so there's so much going on from the

00:12:17.519 --> 00:12:19.271
seafloor to the surface,

00:12:19.271 --> 00:12:21.680
but one of the key questions that

00:12:21.680 --> 00:12:25.338
somebody asked me when I first came here was:

00:12:25.338 --> 00:12:26.639
What---seabirds?

00:12:26.639 --> 00:12:27.905
And I had to think for a second,

00:12:27.905 --> 00:12:29.234
because at the time I didn't know

00:12:29.234 --> 00:12:30.240
that much about seabirds.

00:12:30.240 --> 00:12:34.079
I knew a lot about shorebirds and gulls,

00:12:34.079 --> 00:12:37.680
but the question was really about pelagic seabirds,

00:12:37.680 --> 00:12:42.000
birds that really spend their entire lives out at sea

00:12:42.000 --> 00:12:45.040
way out away from shore, only coming to land

00:12:45.040 --> 00:12:49.279
to breed maybe once a year and not every year

00:12:49.279 --> 00:12:51.156
and my mind got to thinking about

00:12:51.156 --> 00:12:54.000
these incredible adaptations of these animals

00:12:54.000 --> 00:12:57.600
that really are on top of the water or flying

00:12:57.600 --> 00:13:00.079
above the water and hardly ever touching land and

00:13:00.079 --> 00:13:03.049
became very intrigued about the stories

00:13:03.049 --> 00:13:04.800
that seabirds can tell,

00:13:04.800 --> 00:13:07.168
but specifically the albatrosses

00:13:07.168 --> 00:13:09.284
are are what rose to the top

00:13:09.284 --> 00:13:10.720
because of this guy

00:13:10.720 --> 00:13:12.029
which I apologize for

00:13:12.029 --> 00:13:14.399
not having a super clear picture here,

00:13:14.399 --> 00:13:16.283
but Dr David Hyrenbach

00:13:16.283 --> 00:13:19.279
was a visiting postdoctoral scholar

00:13:19.279 --> 00:13:21.455
in our area and started telling me

00:13:21.455 --> 00:13:23.760
about the early research that he did

00:13:23.760 --> 00:13:27.760
when he was getting his PhD about albatrosses

00:13:27.760 --> 00:13:29.393
and he was telling me

00:13:29.393 --> 00:13:33.360
all about these incredible migrations that they do.

00:13:33.360 --> 00:13:35.835
So the two species that are the most
common here

00:13:35.835 --> 00:13:37.279
in the North Pacific that he

00:13:37.279 --> 00:13:38.561
was talking about

00:13:38.561 --> 00:13:41.199
are Black-Footed Albatross and also

00:13:41.199 --> 00:13:42.370
Laysan Albatross,

00:13:42.370 --> 00:13:46.320
and in terms of the numbers of species of albatrosses,

00:13:46.320 --> 00:13:47.326
these two birds,

00:13:47.326 --> 00:13:49.695
which have about a six foot wingspan,

00:13:49.695 --> 00:13:50.720
are actually the

00:13:50.720 --> 00:13:52.336
smaller species overall.

00:13:52.336 --> 00:13:53.279
There are some

00:13:53.279 --> 00:13:55.175
albatrosses in the southern hemisphere

00:13:55.175 --> 00:13:56.608
that have 12-foot wingspans,

00:13:56.608 --> 00:13:57.120
so they're

00:13:57.120 --> 00:13:58.534
amazingly huge birds.

00:13:58.534 --> 00:13:59.880
Really, really cool.

00:13:59.880 --> 00:14:02.320
But what the story was that really got me

00:14:02.320 --> 00:14:03.513
was where they breed

00:14:03.513 --> 00:14:05.839
and where they feed and how they do it.

00:14:05.839 --> 00:14:07.947
And so he was involved with the study

00:14:07.947 --> 00:14:09.600
out at Wake Forest University

00:14:09.600 --> 00:14:12.959
where they were able to put a little transmitter

00:14:12.959 --> 00:14:15.338
on a bird that was in its breeding cycle,

00:14:15.338 --> 00:14:17.600
so that meant it would always come back

00:14:17.600 --> 00:14:20.980
to the nest until that chick was gone,

00:14:20.980 --> 00:14:23.519
and they tracked a bird from Tern Island,

00:14:23.519 --> 00:14:25.033
its breeding site,

00:14:25.033 --> 00:14:28.480
all the way over to Cordell Bank and back

00:14:28.480 --> 00:14:31.820
to feed its chick,

00:14:31.820 --> 00:14:32.959
and so this transmitter basically illustrated that

00:14:32.959 --> 00:14:34.004
the parent bird

00:14:34.004 --> 00:14:36.720
was coming all the way to California to

00:14:36.720 --> 00:14:40.639
get food and coming back to Tern Island to

00:14:40.639 --> 00:14:42.097
regurgitate to its chick,

00:14:42.097 --> 00:14:43.885
which completely blew my mind,

00:14:43.885 --> 00:14:44.720
because that's

00:14:44.720 --> 00:14:46.603
thousands of miles round trip.

00:14:46.603 --> 00:14:48.800
Sometimes they do it multiple times

00:14:48.800 --> 00:14:49.656
during the season

00:14:49.656 --> 00:14:51.519
and just think about the incredible

00:14:51.519 --> 00:14:53.737
amount of resources that go into that.

00:14:53.737 --> 00:14:55.839
So immediately this bird had me hope

00:14:55.839 --> 00:14:58.127
there were a lot of stories to tell

00:14:58.127 --> 00:15:00.480
and we were able to start doing some

00:15:00.480 --> 00:15:03.460
cool, fun, education projects.

00:15:04.300 --> 00:15:05.680
 

00:15:05.680 --> 00:15:06.180
birds being at their breeding sites during the breeding season

00:15:06.180 --> 00:15:06.680
during the breeding season.

00:15:06.680 --> 00:15:07.180
So they breed

00:15:10.160 --> 00:15:14.399
on the island, they do these long
foraging trips, they come back,

00:15:14.399 --> 00:15:17.519
the chick hatches and pledges and goes off to sea.

00:15:17.519 --> 00:15:19.078
And the next question is:

00:15:19.078 --> 00:15:20.095
Where do they go?

00:15:20.095 --> 00:15:22.320
And where do they spend their time?

00:15:22.320 --> 00:15:25.839
So that's where our colleagues at Oikonos

00:15:25.839 --> 00:15:27.060
come into play here.

00:15:27.060 --> 00:15:29.440
So this is a group of marine ecologists

00:15:29.440 --> 00:15:34.639
that study seabirds in particular
and conservation issues associated with them

00:15:34.639 --> 00:15:37.600
and so since albatrosses were somewhat threatened

00:15:37.600 --> 00:15:40.800
and potentially could decline over time

00:15:40.800 --> 00:15:42.502
because of some of the issues they faced,

00:15:42.502 --> 00:15:44.079
they wanted to find out where are they

00:15:44.079 --> 00:15:46.915
spending time when they're not breeding.

00:15:46.915 --> 00:15:49.680
And so to find out they came to Cordell

00:15:49.680 --> 00:15:52.040
Bank National Marine Sanctuary

00:15:52.040 --> 00:15:54.399
to tag birds in the sanctuary,

00:15:54.399 --> 00:15:55.659
with permits from us,

00:15:55.659 --> 00:15:57.759
to find out where they're going and

00:15:57.759 --> 00:15:59.934
these tags basically send a little message

00:15:59.934 --> 00:16:00.763
to the satellite

00:16:00.763 --> 00:16:01.680
and they were able

00:16:01.680 --> 00:16:03.998
to track them for 80 days or so.

00:16:03.998 --> 00:16:05.519
And so they were able

00:16:05.519 --> 00:16:08.959
to learn where the birds were spending
time when they were not breeding

00:16:08.959 --> 00:16:12.720
and so we're starting to get lots of
information about birds

00:16:12.720 --> 00:16:15.210
and some of the cool things associated
with them.

00:16:15.210 --> 00:16:16.480
And so that's kind of how

00:16:16.480 --> 00:16:18.523
Winged Ambassadors came to be.

00:16:18.523 --> 00:16:19.680
We started to see

00:16:19.680 --> 00:16:23.839
there's all these stories about ocean literacy

00:16:24.160 --> 00:16:27.555
that can be told through the seabirds

00:16:27.555 --> 00:16:30.399
and that's through the types of

00:16:30.399 --> 00:16:31.896
lifestyles that they lead,

00:16:31.896 --> 00:16:33.680
the adaptations that they have,

00:16:33.680 --> 00:16:39.519
and some of the conservation issues that they face.

00:16:39.600 --> 00:16:42.361
Another piece of the story that's incredible,

00:16:42.361 --> 00:16:44.079
and it also tells really why

00:16:44.079 --> 00:16:46.645
albatrosses are ambassadors is

00:16:46.645 --> 00:16:49.040
Wisdom, the albatross, which

00:16:49.040 --> 00:16:51.928
is one of the most famous birds on our planet right now.

00:16:51.928 --> 00:16:52.959
She even has her own

00:16:52.959 --> 00:16:54.693
Facebook page.

00:16:54.693 --> 00:16:58.160
But she's a 64-year-old bird

00:16:58.160 --> 00:17:02.307
and we know that because tagging studies
started in the 50's

00:17:02.307 --> 00:17:03.759
and she got a band on

00:17:03.759 --> 00:17:07.236
her foot, as you can see right there, in the 50s

00:17:07.236 --> 00:17:09.120
and she's kept coming back

00:17:09.120 --> 00:17:12.468
to Midway Atoll for the last 64 years

00:17:12.468 --> 00:17:14.640
and on top of that being

00:17:14.640 --> 00:17:17.643
at that age, she's still having babies.

00:17:17.643 --> 00:17:20.799
This past year she had another chick, and

00:17:20.799 --> 00:17:24.720
so far as we know, is doing well,

00:17:24.720 --> 00:17:28.640
and it's just quite incredible to think about
an animal being 64 years old and still reproducing.

00:17:28.640 --> 00:17:33.760
So truly this albatross is an ambassador

00:17:33.760 --> 00:17:36.080
because she's really good at giving us a sense of the

00:17:36.080 --> 00:17:39.520
ocean on a global scale, because they fly so far

00:17:39.520 --> 00:17:42.880
and she's a survivor surviving so many different

00:17:42.880 --> 00:17:43.769
issues over time.

00:17:43.769 --> 00:17:45.045
So we're really excited.

00:17:45.045 --> 00:17:46.960
You have to go check her out online.

00:17:46.960 --> 00:17:49.039
Wisdom, the albatross, she's doing great and

00:17:49.039 --> 00:17:52.920
her chicks are doing well too.

00:17:52.920 --> 00:17:54.559
So some neat things about these birds---

00:17:54.559 --> 00:17:58.880
this is a picture really showing their
nose.  These are incredibly

00:17:58.880 --> 00:18:03.280
amazing smelling birds.  They can smell.
It's almost their dominant sense.

00:18:03.280 --> 00:18:07.360
Those two holes on their beak receive
air that when they're crossing on the ocean

00:18:07.360 --> 00:18:10.160
it helps them to smell really, really well.

00:18:10.160 --> 00:18:12.411
They can smell food from miles away

00:18:12.411 --> 00:18:13.440
so that's one of

00:18:13.440 --> 00:18:17.900
the strategies they have for finding their food

00:18:17.900 --> 00:18:19.200
living out on a huge,

00:18:19.200 --> 00:18:22.880
huge, wide open space when you really
can't see it that well.

00:18:22.880 --> 00:18:24.900
They have a huge mouth.

00:18:24.900 --> 00:18:26.480
They're predators,

00:18:26.480 --> 00:18:29.760
so they eat live food.

00:18:29.760 --> 00:18:30.260
They also are scavengers and eat dead food

00:18:30.376 --> 00:18:31.120
but having

00:18:31.120 --> 00:18:34.640
a mouth like that is pretty incredible.

00:18:34.640 --> 00:18:37.321
They can swallow some really big stuff.

00:18:37.321 --> 00:18:39.520
When they breed they they have a

00:18:39.520 --> 00:18:40.020
lifelong mate

00:18:40.020 --> 00:18:41.210
and when they come back to the island

00:18:43.360 --> 00:18:47.440
they spend a couple weeks
coming back to the same site and dancing

00:18:47.440 --> 00:18:49.808
and getting to know their mate again.

00:18:49.808 --> 00:18:52.240
If a mate dies out at sea, it may take

00:18:52.240 --> 00:18:56.559
them another year or so to
rejoin and find another mate, so that's

00:18:56.559 --> 00:19:01.919
kind of a neat pair bond that they have.
They lay one egg when they breed and

00:19:01.919 --> 00:19:06.640
it's almost the size of a soda can---
it's pretty huge---and their chicks

00:19:06.640 --> 00:19:09.840
require quite a bit of energy
in order to raise them.  They come out

00:19:09.840 --> 00:19:10.974
with down feathers,

00:19:10.974 --> 00:19:13.360
and so the birds have to take those long

00:19:13.360 --> 00:19:16.799
foraging journeys to get enough nutrients

00:19:16.799 --> 00:19:20.799
to help that chick grow and to fledge the nest.

00:19:20.799 --> 00:19:23.030
The main thing that's really cool

00:19:23.030 --> 00:19:24.720
is this is a bird, and so

00:19:24.720 --> 00:19:28.960
you would use a lot of energy if it was
flapping its wings continuously

00:19:28.960 --> 00:19:30.710
to move across the ocean,

00:19:30.710 --> 00:19:32.320
so their big adaptation

00:19:32.320 --> 00:19:35.520
is they have a process called dynamic soaring

00:19:35.520 --> 00:19:40.320
where they can actually lock out their
wings to use the lift off the wind

00:19:40.320 --> 00:19:44.960
off the ocean and they can soar for
hours without flapping a wing.

00:19:44.960 --> 00:19:48.849
So it's a way to help conserve energy---

00:19:48.849 --> 00:19:51.280
a really neat adaptation.

00:19:51.280 --> 00:19:54.608
So one of the tools that we have down
in Winged Ambassadors

00:19:54.608 --> 00:19:55.440
is a video for

00:19:55.440 --> 00:19:56.498
each of the lessons

00:19:56.498 --> 00:19:58.559
and so to put some of that in context

00:19:58.559 --> 00:19:59.600
for the students,

00:19:59.600 --> 00:20:01.009
we have a little video,

00:20:01.009 --> 00:20:03.280
and I know that the connection may not

00:20:03.280 --> 00:20:05.457
be super strong for this to show smoothly,

00:20:05.457 --> 00:20:06.960
but you'll get a sense of it.

00:20:06.960 --> 00:20:10.559
This video is part of that weblink that

00:20:10.559 --> 00:20:12.527
you'll be able to download for free

00:20:12.527 --> 00:20:14.720
and show on a much smoother connection,

00:20:14.720 --> 00:20:17.956
but I'm going to go ahead and play it

00:20:17.956 --> 00:20:21.840
and see how we do.

00:20:21.840 --> 00:20:22.450
[Background music]

00:20:22.450 --> 00:20:23.840
[Albatrosses bleating and clacking bills]

00:20:46.559 --> 00:21:00.660
[Narrator] - ___this chick is mostly___  [Chick peeping.]

00:21:00.660 --> 00:21:03.840
 

00:21:03.840 --> 00:21:05.840
 

00:21:14.840 --> 00:21:17.840
 

00:21:17.840 --> 00:21:19.840
 

00:21:19.840 --> 00:21:21.840
 

00:21:23.840 --> 00:21:25.840
 

00:21:27.840 --> 00:21:28.840
 

00:21:28.840 --> 00:21:34.569
 

00:21:34.569 --> 00:21:36.569
 

00:21:36.569 --> 00:21:37.919
 

00:21:37.919 --> 00:21:39.433
[Jenny] - So that's a really fun video,

00:21:39.433 --> 00:21:40.396
where the students

00:21:40.396 --> 00:21:41.679
get to see some of their

00:21:41.679 --> 00:21:42.635
funny behaviors

00:21:42.635 --> 00:21:45.760
with the singing and the dancing that they do and

00:21:45.760 --> 00:21:47.131
they're full of clacking

00:21:47.131 --> 00:21:48.960
and that they're a little clumsy

00:21:48.960 --> 00:21:50.864
when they start to learn to fly

00:21:50.864 --> 00:21:52.400
and the kids really enjoy

00:21:52.400 --> 00:21:53.421
seeing those birds in that context

00:21:53.421 --> 00:21:54.171
and it really starts to hit home

00:21:54.171 --> 00:21:55.108
and they really start to think,

00:21:55.108 --> 00:21:56.514
oh, she's a cool bird.

00:21:56.514 --> 00:21:58.559
So the birds move way out on the

00:21:58.559 --> 00:22:02.760
Northwest Hawaiian Islands,

00:22:02.760 --> 00:22:04.000
there's a monument up there, and

00:22:04.000 --> 00:22:05.835
they start getting---

00:22:05.835 --> 00:22:08.338
okay, I'm breaking up again,

00:22:08.338 --> 00:22:09.679
so I'm gonna---

00:22:09.679 --> 00:22:13.280
I'm gonna try putting my headphones in,

00:22:13.280 --> 00:22:14.159
so maybe that'll be a little bit better.

00:22:14.159 --> 00:22:15.430
[Claire] - Yeah, give that a try because

00:22:15.430 --> 00:22:15.930
following that video

00:22:15.930 --> 00:22:16.430
it kind of

00:22:16.430 --> 00:22:16.930
got staticky,

00:22:16.930 --> 00:22:17.430
so---

00:22:20.900 --> 00:22:24.051
[Jenny] - Okay, is that any better?

00:22:27.679 --> 00:22:31.520
[Claire] - That is better. You may have to speak a little more clearly or loudly, but it is less static.

00:22:39.039 --> 00:22:41.097
- Do I need to change the setting on the webinar?

00:22:41.097 --> 00:22:43.840
We'll just see how this goes.

00:22:43.840 --> 00:22:47.039
Let me know if it's really breaking up more.

00:22:47.039 --> 00:22:48.126
[Claire] - Yeah, so it's like we can hear you.

00:22:48.126 --> 00:22:48.900
It's not breaking up,

00:22:48.900 --> 00:22:50.515
but there is a weird staticky sound.

00:22:50.515 --> 00:22:52.400
I'm not sure if I'm alone in hearing that,

00:22:52.400 --> 00:22:54.800
but if you just speak---

00:22:54.800 --> 00:22:56.000
[Shannon] - We have had some

00:22:56.000 --> 00:22:59.679
people saying that it's difficult to understand her, so

00:22:59.679 --> 00:23:04.080
maybe if you could move closer to the microphone?

00:23:04.240 --> 00:23:06.243
[Jenny] - Okay, I'm all the way up front and

00:23:06.243 --> 00:23:08.080
and I also plugged in the headset

00:23:08.080 --> 00:23:11.221
to see if there's a setting to

00:23:11.221 --> 00:23:15.200
make sure that it goes to the headset.

00:23:15.200 --> 00:23:17.200
 

00:23:17.200 --> 00:23:18.960
 

00:23:18.960 --> 00:23:23.621
Well, how about I keep trying to
talk.

00:23:23.621 --> 00:23:25.110
[Claire] - Yeah.

00:23:25.110 --> 00:23:26.320
[Jenny] - Let me know

00:23:26.320 --> 00:23:27.913
if it's too bad.

00:23:27.913 --> 00:23:30.799
I'm not sure what else to do.

00:23:30.799 --> 00:23:32.440
[Claire] - Let me just do a quick mute on you

00:23:32.440 --> 00:23:34.080
and then see if that will help kick start it.

00:23:34.080 --> 00:23:37.840
 

00:23:40.400 --> 00:23:42.911
Okay, go ahead and try.

00:23:42.911 --> 00:23:47.279
[Jenny] - Okay, so here is a picture of those---

00:23:47.279 --> 00:23:48.582
of the islands---the map

00:23:48.582 --> 00:23:50.320
where the animals breed and just

00:23:50.320 --> 00:23:51.992
showing a couple features of them

00:23:51.992 --> 00:23:53.360
in their breeding behavior.

00:23:53.360 --> 00:23:56.559
The Laysan Albatrosses and the Black-Footed,

00:23:56.559 --> 00:23:57.407
and this is where they...

00:23:57.407 --> 00:23:58.424
this is where they're breeding

00:23:58.424 --> 00:23:59.679
and coming back to feed their chicks.

00:23:59.679 --> 00:24:05.039
So because of where their breeding sites are

00:24:05.039 --> 00:24:07.360
and the National Marine Sanctuaries on

00:24:07.360 --> 00:24:08.400
the West Coast,

00:24:08.400 --> 00:24:09.713
this is what really shows

00:24:09.713 --> 00:24:11.760
and illustrates how we're all connected

00:24:11.760 --> 00:24:14.024
in this North Pacific for this bird

00:24:14.024 --> 00:24:16.159
and there's other birds that make

00:24:16.159 --> 00:24:18.007
these incredible migrations, too,

00:24:18.007 --> 00:24:20.080
and so it makes a great story to tell

00:24:20.080 --> 00:24:22.799
how these breeding sites are connected
to the feeding sites

00:24:22.799 --> 00:24:25.080
along here on the West Coast.

00:24:25.080 --> 00:24:27.360
So why do albatrosses come here?

00:24:27.360 --> 00:24:28.196
They come to California

00:24:28.196 --> 00:24:29.360
because there's great food here.

00:24:29.360 --> 00:24:32.068
Just like humans travel here

00:24:32.068 --> 00:24:35.840
for the incredible cuisine and emerging

00:24:35.840 --> 00:24:36.927
menus that we have

00:24:36.927 --> 00:24:38.799
across the State of California,

00:24:38.799 --> 00:24:40.826
the ocean is extremely productive

00:24:40.826 --> 00:24:41.931
with a lot of food

00:24:41.931 --> 00:24:43.919
and it's a guaranteed food source

00:24:43.919 --> 00:24:46.640
for the albatrosses.

00:24:46.640 --> 00:24:47.696
They're not the only ones.

00:24:47.696 --> 00:24:49.279
This is a map showing some of the other

00:24:49.279 --> 00:24:54.080
animals that make some very long distance journeys

00:24:54.080 --> 00:24:55.590
to feed in this region on food,

00:24:55.590 --> 00:24:57.440
so there's just the oceanography here,

00:24:57.440 --> 00:24:59.020
that combined with the seafloor,

00:24:59.020 --> 00:25:01.360
work together to make an incredible food

00:25:01.360 --> 00:25:03.939
web for a lot of different types of animals

00:25:03.939 --> 00:25:05.679
during the California Current

00:25:05.679 --> 00:25:09.760
and, with upwelling season, we get a food
web that really supports

00:25:09.760 --> 00:25:11.380
a lot of these animals.

00:25:11.380 --> 00:25:12.930
So, what do they eat?

00:25:12.930 --> 00:25:14.480
So it starts all with upwelling,

00:25:14.480 --> 00:25:16.105
when we get all those nutrients

00:25:16.105 --> 00:25:17.520
coming up to the surface

00:25:17.520 --> 00:25:19.800
in the springtime with the ____,

00:25:19.800 --> 00:25:22.159
the small, tiny phytoplankton,

00:25:22.159 --> 00:25:24.310
the little plants, start to bloom

00:25:24.310 --> 00:25:25.679
and then zooplankton,

00:25:25.679 --> 00:25:27.648
the animal plankton, start to bloom

00:25:27.648 --> 00:25:29.279
because they have food to eat

00:25:29.279 --> 00:25:30.774
as well as fish and squid

00:25:30.774 --> 00:25:32.838
and crabs and other larval animals

00:25:32.838 --> 00:25:34.720
and the food web just explodes.

00:25:34.720 --> 00:25:38.880
This is a great food web for albatrosses.

00:25:38.880 --> 00:25:42.240
Their primary food resource that they really like is squid

00:25:42.240 --> 00:25:45.360
and so that's one of the primary reasons

00:25:45.360 --> 00:25:46.400
they come here,

00:25:46.400 --> 00:25:47.640
but they also like other things

00:25:47.640 --> 00:25:49.200
like pelagic crabs and flying fish eggs

00:25:49.200 --> 00:25:53.039
and unfortunately plastic, which we're

00:25:53.039 --> 00:25:55.098
going to learn a little bit about.

00:25:55.098 --> 00:25:56.946
So back to the Oikonos study.

00:25:56.946 --> 00:25:57.520
This is a map

00:25:57.520 --> 00:26:00.640
that shows the high use areas of the

00:26:00.640 --> 00:26:03.360
Black-Footed Albatrosses that they tagged

00:26:03.360 --> 00:26:05.519
during the off-breeding season.

00:26:05.519 --> 00:26:07.120
So in addition to those

00:26:07.120 --> 00:26:08.690
special areas where they breed,

00:26:08.690 --> 00:26:11.120
it really shows that they really appreciate this

00:26:11.120 --> 00:26:12.154
coastline here

00:26:12.154 --> 00:26:14.960
and luckily much of it has protections

00:26:14.960 --> 00:26:16.173
within the National Marine Sanctuaries

00:26:16.173 --> 00:26:17.003
between the Olympic Coast,

00:26:18.400 --> 00:26:20.500
the Cordell Bank, the Gulf of the Farallones,

00:26:20.500 --> 00:26:22.320
which is now the Greater Farallones and

00:26:22.320 --> 00:26:23.867
the Monterey Bay Sanctuaries

00:26:23.867 --> 00:26:25.667
and even a little bit down there

00:26:25.667 --> 00:26:26.960
in the Channel Islands.

00:26:26.960 --> 00:26:28.283
So let's get a little bit

00:26:28.283 --> 00:26:30.240
into the teaching materials here that

00:26:30.240 --> 00:26:33.360
kind of help bring all these stories together.

00:26:33.360 --> 00:26:35.487
These are all available for free,

00:26:35.487 --> 00:26:37.074
all the teacher lessons,

00:26:37.074 --> 00:26:38.000
the background information,

00:26:38.000 --> 00:26:42.240
there's a Powerpoint slideshow with each lesson,

00:26:42.240 --> 00:26:44.644
and a video that goes with almost every
lesson

00:26:44.644 --> 00:26:46.159
and they're all available for free

00:26:46.159 --> 00:26:51.120
at that URL, 
downloadwingedambassadors.org.

00:26:51.120 --> 00:26:52.059
So I'm going to go through

00:26:52.059 --> 00:26:52.757
each of the lessons

00:26:52.757 --> 00:26:54.080
just to give you a highlight of what

00:26:54.080 --> 00:26:58.000
each lesson covers.

00:26:58.000 --> 00:26:58.670
When you come to the site,

00:26:58.670 --> 00:26:59.520
there's a little poll that we ask

00:26:59.520 --> 00:27:00.514
you to fill out,

00:27:00.514 --> 00:27:02.156
just so we can get an idea

00:27:02.156 --> 00:27:04.240
of the interest in the materials,

00:27:04.240 --> 00:27:07.760
and so far we have 22 countries that have

00:27:07.760 --> 00:27:09.930
come to download Winged Ambassadors

00:27:09.930 --> 00:27:12.720
and 41 states in the United States, so that's

00:27:12.720 --> 00:27:14.456
pretty exciting for us to hear that.

00:27:14.456 --> 00:27:16.000
There's so many different people

00:27:16.000 --> 00:27:17.594
interested in albatrosses

00:27:17.594 --> 00:27:20.080
and not just Californians and Hawaiians

00:27:20.080 --> 00:27:24.159
because they have such great stories to
tell to teach about the ocean.

00:27:24.159 --> 00:27:26.277
So there's five lessons

00:27:26.277 --> 00:27:30.880
and in 2014 we updated them to align with the next

00:27:30.880 --> 00:27:32.963
generation science standards

00:27:32.963 --> 00:27:35.120
and common core standards and

00:27:35.120 --> 00:27:38.000
we don't claim this to be an NGSS curriculum,

00:27:38.000 --> 00:27:39.600
but we just aligned it to

00:27:39.600 --> 00:27:42.883
the DCI, the Disciplinary Core Ideas

00:27:42.883 --> 00:27:45.919
and science and engineering practices

00:27:45.919 --> 00:27:47.554
and cross-cutting concepts,

00:27:47.554 --> 00:27:50.399
because there's so many that really tie across.

00:27:50.399 --> 00:27:51.552
We added some videos

00:27:51.552 --> 00:27:53.083
and we heard some feedback

00:27:53.083 --> 00:27:54.320
from teachers to help

00:27:54.320 --> 00:27:57.880
improve some of the pieces of the
activities and so we added those in 2014.

00:27:57.880 --> 00:28:01.840
This curriculum is primarily geared

00:28:01.840 --> 00:28:03.445
towards grades 6 through 8,

00:28:03.445 --> 00:28:06.000
but I've heard from teachers that use it in

00:28:06.000 --> 00:28:08.401
elementary school and also in high school

00:28:08.401 --> 00:28:09.279
because there's

00:28:09.279 --> 00:28:12.003
so many materials that are part of it.

00:28:12.003 --> 00:28:14.799
Each one has a very rich slideshow with

00:28:14.799 --> 00:28:17.122
a script, and so there's a lot of pieces

00:28:17.122 --> 00:28:18.399
that can be used there

00:28:18.399 --> 00:28:21.211
as well as some of the pieces of the activities,

00:28:21.211 --> 00:28:22.559
which we'll go through.

00:28:22.559 --> 00:28:25.789
So Lesson 1 really sets the scene for seabirds.

00:28:25.789 --> 00:28:27.331
Why are they so cool?

00:28:27.331 --> 00:28:27.831
What are their

00:28:27.831 --> 00:28:28.986
life cycles like?

00:28:28.986 --> 00:28:31.840
How do they spend time at sea and survive?

00:28:31.840 --> 00:28:32.960
They compare their body,

00:28:32.960 --> 00:28:36.000
the size of their body, to the size of an

00:28:36.000 --> 00:28:36.817
albatross.

00:28:36.817 --> 00:28:39.760
And this is a basically a screenshot

00:28:39.760 --> 00:28:40.973
from the website itself,

00:28:40.973 --> 00:28:43.600
so you can see everything that you get,

00:28:43.600 --> 00:28:45.000
but it comes with a lesson plan,

00:28:45.000 --> 00:28:46.399
a student worksheet that you can

00:28:46.399 --> 00:28:47.117
reproduce,

00:28:47.117 --> 00:28:48.265
the presentation

00:28:48.265 --> 00:28:50.960
and the presentation notes in the video

00:28:50.960 --> 00:28:53.546
so you can just download it all right there.

00:28:53.546 --> 00:28:55.120
So one of the things that the

00:28:55.120 --> 00:28:56.217
students do is

00:28:56.217 --> 00:28:58.960
they measure what their wingspan is,

00:28:58.960 --> 00:29:00.493
fingertip to fingertip,

00:29:00.493 --> 00:29:01.693
and compare that

00:29:01.693 --> 00:29:04.159
to that of an albatross to get a ratio

00:29:04.159 --> 00:29:05.778
of wingspan to body size,

00:29:05.778 --> 00:29:08.240
just to start getting some perspective

00:29:08.240 --> 00:29:10.077
about the size of these birds.

00:29:10.077 --> 00:29:12.159
They learn about their life cycle.

00:29:12.159 --> 00:29:14.489
They learn about marine food webs in general

00:29:14.489 --> 00:29:15.919
and some of the adaptations

00:29:15.919 --> 00:29:18.799
of the birds.

00:29:19.360 --> 00:29:21.611
Lesson 2 is actually using data

00:29:21.611 --> 00:29:24.080
from the science from the tracking

00:29:24.080 --> 00:29:27.279
activities that Oikonos did in the sanctuary,

00:29:27.279 --> 00:29:29.057
so students will actually plot

00:29:29.057 --> 00:29:30.480
the data points of where

00:29:30.480 --> 00:29:31.463
each bird went,

00:29:31.463 --> 00:29:33.865
so each student or group of students

00:29:33.865 --> 00:29:35.200
will work on one set

00:29:35.200 --> 00:29:36.122
of data plotting

00:29:36.122 --> 00:29:38.348
and then they can compare and contrast

00:29:38.348 --> 00:29:39.520
with other students.

00:29:39.520 --> 00:29:41.179
So they start to learn about

00:29:41.179 --> 00:29:42.720
how we study on the ocean,

00:29:42.720 --> 00:29:45.440
the role of technology and satellites,

00:29:45.440 --> 00:29:48.159
that you don't have to be on a boat to

00:29:48.159 --> 00:29:50.040
study the ocean,

00:29:50.040 --> 00:29:51.572
that there's a lot of technology

00:29:51.572 --> 00:29:52.960
to help us to learn about it.

00:29:52.960 --> 00:29:56.720
So that's all about latitude and longitude and

00:29:56.720 --> 00:29:59.840
the students actually plotting data from

00:29:59.840 --> 00:30:03.860
the birds that were tagged.

00:30:03.860 --> 00:30:06.320
There's an extension in this lesson that

00:30:06.320 --> 00:30:09.120
brings in data from Pink-Footed Shearwaters

00:30:09.120 --> 00:30:13.039
and Pink-Footed Shearwaters actually
breed off the coast of Chile

00:30:13.039 --> 00:30:15.521
and come up to the North Pacific to feed,

00:30:15.521 --> 00:30:17.760
and so for extensions, that's another

00:30:17.760 --> 00:30:19.312
set of data that we offer.

00:30:19.312 --> 00:30:21.760
I met a high school teacher that actually

00:30:21.760 --> 00:30:23.735
brought all this data into Google Earth

00:30:23.735 --> 00:30:25.760
and the students were able to analyze it

00:30:25.760 --> 00:30:26.653
in Google Earth.

00:30:26.653 --> 00:30:28.159
We provide it through Excel

00:30:28.159 --> 00:30:31.478
so you can do that, if you wanted to.

00:30:31.478 --> 00:30:34.080
So Lesson 3 is looking at the

00:30:34.080 --> 00:30:35.725
locations of the seabirds

00:30:35.725 --> 00:30:38.159
in relationship to seafloor features.

00:30:38.159 --> 00:30:41.120
This is an important ocean literacy concept that

00:30:41.120 --> 00:30:43.106
the seafloor is not flat

00:30:43.106 --> 00:30:45.919
and the seafloor contours actually

00:30:45.919 --> 00:30:47.035
influence life,

00:30:47.035 --> 00:30:48.413
the presence of life,

00:30:48.413 --> 00:30:49.200
in the ocean

00:30:49.200 --> 00:30:52.020
and seabirds are great indicators of that.

00:30:52.020 --> 00:30:52.960
So I like this

00:30:52.960 --> 00:30:53.841
lesson a lot,

00:30:53.841 --> 00:30:56.960
because the students actually analyze the data

00:30:56.960 --> 00:30:58.692
in relationship to the seafloor

00:30:58.692 --> 00:31:00.480
and they count how many dots are

00:31:00.480 --> 00:31:02.207
in specific depth zones

00:31:02.207 --> 00:31:04.159
and calculate a percentage

00:31:04.159 --> 00:31:05.635
of how much time they spent

00:31:05.635 --> 00:31:07.440
near a sea mount or on open ocean

00:31:07.940 --> 00:31:10.228
and start to make understanding about

00:31:10.228 --> 00:31:11.279
where they really

00:31:11.279 --> 00:31:12.729
spend a lot of time.

00:31:12.729 --> 00:31:15.919
It ties back into marine protected areas to

00:31:15.919 --> 00:31:17.490
ask questions to the students of,

00:31:17.490 --> 00:31:18.837
well, if you have these seabirds

00:31:18.837 --> 00:31:19.679
and these hot spots,

00:31:19.679 --> 00:31:22.000
what are some things you might want

00:31:22.000 --> 00:31:24.745
to know about the area in terms of uses?

00:31:24.745 --> 00:31:26.640
If there was a high degree of

00:31:26.640 --> 00:31:29.337
long line fisheries or other activities,

00:31:29.337 --> 00:31:31.360
or oil platforms, or whatever?

00:31:31.360 --> 00:31:33.388
And start to think about the types

00:31:33.388 --> 00:31:34.640
of things that happen

00:31:34.640 --> 00:31:37.749
on the ocean and where marine protected areas

00:31:37.749 --> 00:31:39.200
can help these birds.

00:31:39.200 --> 00:31:41.734
So this goes a little bit into that,

00:31:41.734 --> 00:31:42.720
as well as the marine sanctuaries

00:31:42.720 --> 00:31:46.880
and learning about the seafloor.

00:31:46.880 --> 00:31:49.138
Lesson 4 goes into the diet piece

00:31:49.138 --> 00:31:52.080
and this piece is the one I think that ties

00:31:52.080 --> 00:31:54.147
most closely to us as humans

00:31:54.147 --> 00:31:55.919
and our daily behaviors,

00:31:55.919 --> 00:31:58.458
because of the presence of plastic.

00:31:58.458 --> 00:32:01.279
And the albatross bolus is the

00:32:01.279 --> 00:32:03.121
mass of stuff they can't digest.

00:32:03.121 --> 00:32:03.674
They eat,

00:32:03.674 --> 00:32:04.472
they get fed,

00:32:04.472 --> 00:32:06.000
all the chicks get fed all

00:32:06.000 --> 00:32:08.098
this food when they're out at sea,

00:32:08.098 --> 00:32:10.320
when the parents come back and bring

00:32:10.320 --> 00:32:11.449
food back to the chick,

00:32:11.449 --> 00:32:12.249
they regurgitate

00:32:12.249 --> 00:32:14.000
and so they get everything that the

00:32:14.000 --> 00:32:15.467
parent brings to them,

00:32:15.467 --> 00:32:18.000
and some of it they actually can cough

00:32:18.000 --> 00:32:20.700
back out into this bolus.

00:32:20.700 --> 00:32:22.320
And so this bolus is really a great

00:32:22.320 --> 00:32:24.033
treasure trove of information

00:32:24.033 --> 00:32:26.159
to learn about what the seabirds

00:32:26.159 --> 00:32:29.660
are feeding on when they're out at sea.

00:32:29.660 --> 00:32:30.960
And sadly, unfortunately, pretty much

00:32:30.960 --> 00:32:34.050
every single bolus now has plastic in it

00:32:34.050 --> 00:32:35.440
from the time they

00:32:35.440 --> 00:32:36.907
started studying the seabirds

00:32:36.907 --> 00:32:37.919
out on Midway Island

00:32:37.919 --> 00:32:38.960
and some of the other islands.

00:32:38.960 --> 00:32:41.279
And so they really give us an indication

00:32:41.279 --> 00:32:42.960
about the health of the ocean

00:32:42.960 --> 00:32:44.986
by studying the bolus.

00:32:44.986 --> 00:32:47.840
And so boluses are hard to get.

00:32:47.840 --> 00:32:49.385
We used to be able to get these

00:32:49.385 --> 00:32:50.431
and distribute these,

00:32:50.431 --> 00:32:51.360
but somehow we made

00:32:51.360 --> 00:32:53.507
albatross puke really popular

00:32:53.507 --> 00:32:56.320
and they're really kind of hard to get

00:32:56.320 --> 00:32:58.960
because the biologists have to collect them,

00:32:58.960 --> 00:33:01.455
and then they have to get them back

00:33:01.455 --> 00:33:02.880
to the mainland and distribute.

00:33:02.880 --> 00:33:04.825
And so one of the goals of this lesson was

00:33:04.825 --> 00:33:06.399
to come up with an alternative way

00:33:06.399 --> 00:33:09.164
in case bonuses were not able to be distributed

00:33:09.164 --> 00:33:10.399
and so we did that by

00:33:10.399 --> 00:33:13.374
creating some really high quality images

00:33:13.374 --> 00:33:15.679
of the boluses,

00:33:15.679 --> 00:33:16.225
which I'll show you in a second.

00:33:16.225 --> 00:33:17.476
So this is what the chick looks like

00:33:17.476 --> 00:33:18.240
and it's right next to

00:33:18.240 --> 00:33:18.988
its bolus.

00:33:18.988 --> 00:33:21.679
It almost looks like a little cigar.

00:33:21.679 --> 00:33:23.146
So what we did is we---

00:33:23.146 --> 00:33:24.487
David Lichtschwager,

00:33:24.487 --> 00:33:25.760
who's an incredible photographer,

00:33:25.760 --> 00:33:26.974
donated his time

00:33:26.974 --> 00:33:30.159
and actually pulled apart a couple boluses

00:33:30.159 --> 00:33:31.640
for us and photographed them

00:33:31.640 --> 00:33:33.120
so that they could identify

00:33:33.120 --> 00:33:36.000
specific things from them.

00:33:36.000 --> 00:33:37.920
And so students use a data sheet

00:33:37.920 --> 00:33:39.840
to quantify how many squid beaks

00:33:39.840 --> 00:33:41.920
they see and they under---

00:33:41.920 --> 00:33:43.120
they learn what

00:33:43.120 --> 00:33:43.935
squid beaks are---

00:33:43.935 --> 00:33:45.177
and some of the other items

00:33:45.177 --> 00:33:46.880
are in the Powerpoint presentation---

00:33:46.880 --> 00:33:48.538
and they quantify how many squid beaks

00:33:48.538 --> 00:33:50.240
and how many pieces of plastic

00:33:50.240 --> 00:33:52.140
and they have to estimate

00:33:52.140 --> 00:33:54.799
to get an idea of how much food

00:33:54.799 --> 00:33:57.363
was natural and how much was unnatural.

00:33:57.363 --> 00:33:58.480
And so they go---

00:33:58.480 --> 00:34:00.480
there's four different boluses

00:34:00.480 --> 00:34:02.880
and each group can work together and

00:34:02.880 --> 00:34:04.824
divide that photo into a bit of a quadrant,

00:34:04.824 --> 00:34:06.000
so they just have to count

00:34:06.000 --> 00:34:10.240
one corner of it instead of the whole thing.

00:34:10.240 --> 00:34:11.338
So as a class,

00:34:11.338 --> 00:34:14.240
it's neat to have each group actually

00:34:14.240 --> 00:34:17.150
post the totals of prey and non-prey items,

00:34:17.150 --> 00:34:18.639
so they get an idea of

00:34:18.639 --> 00:34:20.604
each of the birds that were sampled

00:34:20.604 --> 00:34:21.839
in those bolus photos.

00:34:21.839 --> 00:34:25.520
So here they're really getting the picture that

00:34:25.520 --> 00:34:27.241
plastic is entering the food web

00:34:27.241 --> 00:34:28.639
and entering these birds.

00:34:28.639 --> 00:34:30.410
I'm going to skip this video

00:34:30.410 --> 00:34:32.560
because that kind of messed up the

00:34:32.560 --> 00:34:33.736
audio a little bit,

00:34:33.736 --> 00:34:35.407
but this is a video that---

00:34:35.407 --> 00:34:36.800
[Claire} - Yeah, Jenny, can you---

00:34:36.800 --> 00:34:37.855
Sorry to interrupt you.

00:34:37.855 --> 00:34:39.286
Can you go back to your graph.

00:34:39.286 --> 00:34:40.240
It wasn't showing us

00:34:40.240 --> 00:34:42.264
the actual bars on the graph.

00:34:42.264 --> 00:34:43.520
It was just empty?

00:34:43.520 --> 00:34:44.020
[Jenny] - Oh, I didn't actually---

00:34:44.020 --> 00:34:45.079
I didn't actually---

00:34:45.079 --> 00:34:46.064
there are no bars.

00:34:46.064 --> 00:34:46.720
[Claire] - Oh, okay,.

00:34:46.720 --> 00:34:47.220
you're saying that they would fill it in and

00:34:47.220 --> 00:34:48.853
 

00:34:48.853 --> 00:34:49.353
right,

00:34:49.353 --> 00:34:50.800
okay, sorry about the interruption.

00:34:50.800 --> 00:34:53.560
[Jenny] - Yeah, so the students would fill that in,

00:34:53.560 --> 00:34:54.720
but i'm going to skip this video

00:34:54.720 --> 00:34:56.386
but it's available on the website.

00:34:56.386 --> 00:34:58.640
You can see it and it basically shows visually

00:34:58.640 --> 00:35:02.000
the birds on the breeding sites getting fed

00:35:02.000 --> 00:35:05.000
coughing up the bolus,

00:35:05.000 --> 00:35:06.560
the amount of plastic, and it really

00:35:06.560 --> 00:35:08.191
brings it home in terms

00:35:08.191 --> 00:35:09.680
of the issue with the

00:35:09.680 --> 00:35:13.280
albatrosses getting fed plastic.

00:35:13.359 --> 00:35:15.448
Seabirds are very susceptible

00:35:15.448 --> 00:35:16.960
to plastic ingestion.

00:35:16.960 --> 00:35:18.504
Black-Footed and Laysan

00:35:18.504 --> 00:35:20.720
and Northern Fulmars specifically

00:35:20.720 --> 00:35:24.079
are some of the top seabird predators that pick

00:35:24.079 --> 00:35:25.533
food off the surface of the ocean

00:35:25.533 --> 00:35:27.119
and they seem to have quite a bit of

00:35:27.119 --> 00:35:28.943
plastics in their gut,

00:35:28.943 --> 00:35:31.680
as well as regurgitating plastic.

00:35:31.680 --> 00:35:34.800
So these are some of
the most susceptible animals to

00:35:34.800 --> 00:35:35.618
plastic ingestion,

00:35:35.618 --> 00:35:36.634
but as we're learning,

00:35:36.634 --> 00:35:38.480
it's kind of becoming a widespread thing

00:35:38.480 --> 00:35:41.119
across the food web with a lot of animals

00:35:41.119 --> 00:35:42.530
ingesting plastic.

00:35:42.530 --> 00:35:44.960
So where does it all come from?

00:35:44.960 --> 00:35:46.970
Well, we have a good estimate

00:35:46.970 --> 00:35:48.079
that is based on

00:35:48.079 --> 00:35:51.839
sea surveys and a couple other sources of data,

00:35:51.839 --> 00:35:54.165
that about 80% of the ocean debris

00:35:54.165 --> 00:35:56.560
originates from land-based sources.

00:35:56.560 --> 00:35:57.834
That means from land,

00:35:57.834 --> 00:35:58.769
that's from us,

00:35:58.769 --> 00:36:00.079
from our communities,

00:36:00.079 --> 00:36:03.225
from our waste management issues,

00:36:03.225 --> 00:36:04.560
and many, many issues.

00:36:04.560 --> 00:36:07.040
This is just a couple of examples, and I'm sure

00:36:07.040 --> 00:36:11.119
everyone's familiar from seeing
trash on the ground at some point.

00:36:11.119 --> 00:36:14.400
So all that stuff can make it to the ocean and

00:36:14.400 --> 00:36:17.497
it does through rivers and watersheds,

00:36:17.497 --> 00:36:18.720
and so Lesson 5

00:36:18.720 --> 00:36:22.560
gets into learning about what your campus is

00:36:22.560 --> 00:36:25.348
in terms of a source of marine debris

00:36:25.348 --> 00:36:27.760
by doing a campus debris survey.

00:36:27.760 --> 00:36:28.871
and so through this,

00:36:28.871 --> 00:36:31.760
students actually collect their own data about their

00:36:31.760 --> 00:36:34.614
school or another designated area

00:36:34.614 --> 00:36:38.160
that you want them to analyze to find out

00:36:38.160 --> 00:36:40.096
what types of debris do we have

00:36:40.096 --> 00:36:41.824
on the ground where we are,

00:36:41.824 --> 00:36:42.720
on our campus.

00:36:42.720 --> 00:36:44.971
They learn about the term "watershed"

00:36:44.971 --> 00:36:47.040
and how the debris on their campus

00:36:47.040 --> 00:36:49.308
is a danger to ocean marine life.

00:36:49.308 --> 00:36:49.943
And then,

00:36:49.943 --> 00:36:51.334
through their data,

00:36:51.334 --> 00:36:51.920
they can

00:36:51.920 --> 00:36:55.520
actually do some education or make a plan

00:36:55.520 --> 00:36:57.338
to change things if they want.

00:36:57.338 --> 00:36:59.359
So it goes through the litter,

00:36:59.359 --> 00:37:00.821
it's taking that next step,

00:37:00.821 --> 00:37:03.040
going around on campus finding, you know,

00:37:03.040 --> 00:37:04.440
an area that you have

00:37:04.440 --> 00:37:06.640
some stewardship over potentially,

00:37:06.640 --> 00:37:07.715
analyzing results.

00:37:07.715 --> 00:37:09.903
This is a really great NGSS activity

00:37:09.903 --> 00:37:11.119
that really puts the

00:37:11.119 --> 00:37:14.240
science and engineering practices into play

00:37:14.240 --> 00:37:17.100
from start to finish.

00:37:17.100 --> 00:37:19.359
So we could start off with the

00:37:19.359 --> 00:37:20.399
hypothesis of:

00:37:20.399 --> 00:37:22.712
Where do we think we have the most types of litter

00:37:22.712 --> 00:37:23.359
on our campus?

00:37:23.359 --> 00:37:26.640
What do we think the most common item would be?

00:37:26.640 --> 00:37:28.649
And linking it to marine debris.

00:37:28.649 --> 00:37:30.720
How could this get into the ocean

00:37:30.720 --> 00:37:33.840
from our campus?

00:37:33.840 --> 00:37:37.520
So this is a picture of the data sheet and

00:37:37.520 --> 00:37:39.871
when we started off on Winged  Ambassadors,

00:37:39.871 --> 00:37:41.839
we just had it as a paper data sheet

00:37:41.839 --> 00:37:44.400
where it was basically doing like a beach cleanup,

00:37:44.400 --> 00:37:47.090
where you fill out a tally mark

00:37:47.090 --> 00:37:49.040
for everything that you find,

00:37:49.040 --> 00:37:50.995
but we're going to get into in a second

00:37:50.995 --> 00:37:51.797
after this poll,

00:37:51.797 --> 00:37:52.880
is another way to do a

00:37:52.880 --> 00:37:53.821
campus debris survey

00:37:53.821 --> 00:37:55.280
that kind of brings in the tech

00:37:55.280 --> 00:37:57.224
piece a little bit.

00:37:57.224 --> 00:38:01.520
So this is just an example of a graph from

00:38:01.520 --> 00:38:02.371
a campus debris survey,

00:38:02.371 --> 00:38:03.129
the number of items,

00:38:03.129 --> 00:38:04.000
and the different items and specific items

00:38:04.000 --> 00:38:05.590
that the students collected,

00:38:05.590 --> 00:38:07.520
but before I go to the next slide,

00:38:07.520 --> 00:38:08.020
I'd love to launch this poll

00:38:08.020 --> 00:38:10.545
to find out a little bit

00:38:10.545 --> 00:38:12.478
from educators specifically

00:38:12.478 --> 00:38:15.700
about technology.

00:38:18.560 --> 00:38:19.760
[Shannon] - Okay, this is Shannon.

00:38:19.760 --> 00:38:21.760
I've just launched it and the poll asks:

00:38:21.760 --> 00:38:24.003
Do you have the capability

00:38:24.003 --> 00:38:26.160
for students to use iPads

00:38:26.160 --> 00:38:29.200
or smartphones for lessons in your school?

00:38:29.200 --> 00:38:29.700
Yes or no.

00:38:29.700 --> 00:38:32.497
Okay we have a hundred percent.

00:38:32.497 --> 00:38:33.760
That was fast.

00:38:33.760 --> 00:38:38.480
Okay, let me close it and share.

00:38:38.480 --> 00:38:39.016
There we go.

00:38:39.016 --> 00:38:39.684
Half and half.

00:38:39.684 --> 00:38:40.400
Oh,  good.  No.

00:38:40.400 --> 00:38:41.520
Yep.  Excellent.

00:38:41.520 --> 00:38:42.944
[Jenny] - Can you hear me better?

00:38:42.944 --> 00:38:45.280
Because I think the headphones picked up.

00:38:45.280 --> 00:38:47.440
[Shannon] - Yes, much better.

00:38:47.440 --> 00:38:48.554
[Claire] - We can hear you much better.

00:38:48.554 --> 00:38:49.054
Yeah.

00:38:49.054 --> 00:38:50.055
[Jenny] - Okay, I'm so sorry.

00:38:50.055 --> 00:38:50.745
I probably---

00:38:50.745 --> 00:38:51.565
I hope you've been catching

00:38:51.565 --> 00:38:52.960
what I've been able to talk about.

00:38:52.960 --> 00:38:54.265
So that's interesting to hear

00:38:54.265 --> 00:38:56.560
and that's something I've been paying attention to,

00:38:56.560 --> 00:38:58.960
because the campus debris survey is all

00:38:58.960 --> 00:39:01.104
paper-based right now,

00:39:01.104 --> 00:39:04.320
but I met the founder of Literati

00:39:04.320 --> 00:39:05.687
in the last few years

00:39:05.687 --> 00:39:08.160
and what he's trying to do is create a

00:39:08.160 --> 00:39:12.800
digital revolution for creating a way to collect

00:39:13.119 --> 00:39:17.180
data about litter that is all geotagged.

00:39:17.180 --> 00:39:18.469
And so Literati---

00:39:18.469 --> 00:39:19.400
you can go to literati.org---

00:39:19.400 --> 00:39:22.560
is founded by Jeff Kirschner---

00:39:22.560 --> 00:39:25.746
and it's kind of like the campus debris survey,

00:39:25.746 --> 00:39:26.560
but in tech.

00:39:26.560 --> 00:39:28.233
And what he's done is---

00:39:28.233 --> 00:39:30.325
he started out in Instagram---

00:39:30.325 --> 00:39:31.440
but now he has a mobile app.

00:39:31.440 --> 00:39:34.640
Right now it's just for iPhones

00:39:34.640 --> 00:39:35.140
and iPads,

00:39:35.140 --> 00:39:39.440
but he's getting towards the Android really soon---

00:39:39.440 --> 00:39:42.880
but basically you take a picture of a piece of trash

00:39:42.880 --> 00:39:47.620
with the app and it geotags where it is.

00:39:47.620 --> 00:39:50.880
You can add specific hashtags to it

00:39:50.880 --> 00:39:53.750
to quantify the data the way you want to,

00:39:53.750 --> 00:39:54.800
like single use plastic, or

00:39:58.900 --> 00:40:01.460
near the football field,

00:40:01.460 --> 00:40:01.960
or something,

00:40:01.960 --> 00:40:04.248
any way you would want to quantify

00:40:04.248 --> 00:40:06.775
your types of plastic on your campus.

00:40:06.775 --> 00:40:08.960
And all of these go to an online

00:40:08.960 --> 00:40:10.711
database that then

00:40:10.711 --> 00:40:13.920
you can search geographically and

00:40:13.920 --> 00:40:17.200
get a better sense of the type of plastic

00:40:17.200 --> 00:40:18.400
on your campus.

00:40:18.400 --> 00:40:20.769
And so this is just a couple screenshots

00:40:20.769 --> 00:40:21.716
from the website

00:40:21.716 --> 00:40:22.880
where you're able to

00:40:22.880 --> 00:40:24.509
search for those items.

00:40:24.509 --> 00:40:27.200
A really cool success story of this in play

00:40:27.200 --> 00:40:29.564
actually is that Fremont,

00:40:29.564 --> 00:40:32.480
a school over here in California that

00:40:32.480 --> 00:40:34.650
used Literati to pick up trash---

00:40:34.650 --> 00:40:35.999
I forgot to mention,

00:40:35.999 --> 00:40:37.280
when you photograph the trash,

00:40:37.280 --> 00:40:38.903
you're also supposed to pick it up.

00:40:38.903 --> 00:40:40.480
That's something the students need

00:40:40.480 --> 00:40:41.516
to be reminded of.

00:40:41.516 --> 00:40:43.760
But you you take a picture of the trash

00:40:43.760 --> 00:40:46.280
and pick it up.

00:40:46.280 --> 00:40:47.119
And so this campus found out that

00:40:47.119 --> 00:40:49.839
their number one plastic item on their campus

00:40:49.839 --> 00:40:51.715
were plastic straw wrappers,

00:40:51.715 --> 00:40:55.200
and so they worked with the cafeteria and

00:40:55.200 --> 00:40:57.185
the school to stop buying straws,

00:40:57.185 --> 00:40:59.440
and that was all informed

00:40:59.440 --> 00:41:00.744
by their data collection

00:41:00.744 --> 00:41:02.319
and their study to understand

00:41:02.319 --> 00:41:06.000
what their campus debris impact was,

00:41:06.000 --> 00:41:07.574
so that's a great way to show

00:41:07.574 --> 00:41:09.040
how this can be applied all

00:41:09.040 --> 00:41:11.146
the way to the end towards stewardship.

00:41:11.146 --> 00:41:13.359
And that's what we'd love to see more of,

00:41:13.359 --> 00:41:13.859
you know,

00:41:13.859 --> 00:41:16.640
either using the paper-based version or the

00:41:16.640 --> 00:41:18.132
Literati-based version,

00:41:18.132 --> 00:41:20.381
is that we can actually learn more

00:41:20.381 --> 00:41:21.440
about our impact

00:41:21.440 --> 00:41:23.544
and study it and then make decisions from it,

00:41:23.544 --> 00:41:25.040
because that's the whole process of science.

00:41:25.040 --> 00:41:27.599
So if you want to learn more about

00:41:27.599 --> 00:41:29.242
Literati, literati.org,

00:41:29.242 --> 00:41:31.599
you can also email Jeff directly.

00:41:31.599 --> 00:41:33.040
He's extremely helpful

00:41:33.040 --> 00:41:34.803
and has been trying to get

00:41:34.803 --> 00:41:36.160
more and more people involved,

00:41:36.160 --> 00:41:40.880
especially schools and teachers.

00:41:41.119 --> 00:41:42.968
What I love about that lesson

00:41:42.968 --> 00:41:45.200
is that it really brings the impact

00:41:45.200 --> 00:41:48.790
that we have on these amazing seabirds

00:41:48.790 --> 00:41:50.640
and other animals

00:41:50.640 --> 00:41:54.300
back to us on land.

00:41:54.300 --> 00:41:55.018
This is one thing that we have

00:41:55.018 --> 00:41:55.520
a lot of control over

00:41:55.520 --> 00:41:56.688
in our daily lives

00:41:56.688 --> 00:41:58.960
of how to keep trash off the ground

00:41:58.960 --> 00:42:01.114
within our personal decision making

00:42:01.114 --> 00:42:02.160
every single day.

00:42:02.160 --> 00:42:04.223
And then when we enlarge that a little bit

00:42:04.223 --> 00:42:05.599
to a community level, we can

00:42:05.599 --> 00:42:07.001
actually make a difference

00:42:07.001 --> 00:42:08.079
and make an impact in

00:42:08.079 --> 00:42:10.780
our small communities.

00:42:10.780 --> 00:42:11.680
And so that's one of the ways that

00:42:11.680 --> 00:42:12.855
I like tying back

00:42:12.855 --> 00:42:15.440
the story of the albatross to the

00:42:15.440 --> 00:42:16.720
different things that we can do

00:42:16.720 --> 00:42:18.640
in our communities to make a difference

00:42:18.640 --> 00:42:21.359
for the ocean.

00:42:22.319 --> 00:42:23.437
I think, let's see,

00:42:23.437 --> 00:42:23.937
I'm going to take time to show you this.

00:42:23.937 --> 00:42:26.319
This is an extension

00:42:26.319 --> 00:42:28.934
that a high school sent to us.

00:42:28.934 --> 00:42:31.200
They did this all on their own,

00:42:31.200 --> 00:42:33.474
and this may take a second to load,

00:42:33.474 --> 00:42:35.359
but they did the whole Winged

00:42:35.359 --> 00:42:38.133
Ambassadors curriculum and the students---

00:42:38.133 --> 00:42:39.520
these are high school students---

00:42:39.520 --> 00:42:42.095
created a story map

00:42:42.095 --> 00:42:46.160
using the ESRI GIS software---

00:42:46.160 --> 00:42:47.702
and it takes a little bit of time to load.

00:42:47.702 --> 00:42:49.280
You're not going to see anything quite yet.

00:42:49.280 --> 00:42:51.760
 

00:42:52.480 --> 00:42:54.651
Looks like it's taking a long time to load---

00:42:54.651 --> 00:42:55.760
or actually here it is.

00:42:55.760 --> 00:42:56.544
I archived it,

00:42:56.544 --> 00:42:57.251
I opened it earlier.

00:42:57.251 --> 00:42:58.000
So it just takes a

00:42:58.000 --> 00:42:59.381
little bit of time to load,

00:42:59.381 --> 00:43:01.119
but basically with a story map

00:43:01.119 --> 00:43:03.740
you create an interactive slideshow

00:43:03.740 --> 00:43:06.480
that includes geographic information

00:43:06.480 --> 00:43:07.970
and so they loaded up

00:43:07.970 --> 00:43:10.240
all the track lines of the birds

00:43:10.240 --> 00:43:11.481
on their story map

00:43:11.481 --> 00:43:14.240
and included a little bit of information

00:43:14.240 --> 00:43:18.400
and then the information on the geographic map.

00:43:18.400 --> 00:43:22.800
So do you see the little birds flying up and down?

00:43:22.800 --> 00:43:24.616
That's showing the the different...

00:43:24.616 --> 00:43:26.640
the different track lines of the birds.

00:43:26.640 --> 00:43:28.682
So I thought this was super cool.

00:43:28.682 --> 00:43:29.920
They sent this to us

00:43:29.920 --> 00:43:31.001
and I was like, wow!

00:43:31.001 --> 00:43:32.488
That's an amazing extension

00:43:32.488 --> 00:43:33.920
that they did on their own

00:43:33.920 --> 00:43:36.156
and so every different group---

00:43:36.156 --> 00:43:37.599
each different group

00:43:37.599 --> 00:43:38.430
did a different story map

00:43:38.430 --> 00:43:38.930
and some of them are a little bit different

00:43:38.930 --> 00:43:40.160
and go a

00:43:40.160 --> 00:43:42.541
little bit more into the the plastic

00:43:42.541 --> 00:43:43.599
and their campus

00:43:43.599 --> 00:43:44.256
debris survey,

00:43:44.256 --> 00:43:46.319
so that's just another little side extension

00:43:46.319 --> 00:43:48.880
 

00:43:49.200 --> 00:43:50.137
that happened.

00:43:50.137 --> 00:43:52.480
But I think this is a good point to

00:43:52.480 --> 00:43:52.980
to break

00:43:52.980 --> 00:43:57.200
and I'd be happy to take questions.

00:43:57.200 --> 00:43:57.706
[Claire] - Well, Jenny,

00:43:57.706 --> 00:43:59.080
thank you for a wonderful presentation

00:43:59.080 --> 00:44:00.960
and walking through those

00:44:00.960 --> 00:44:02.624
inquiry-based lesson plans

00:44:02.624 --> 00:44:05.119
and I think we already have a couple of

00:44:05.119 --> 00:44:06.586
comments and questions

00:44:06.586 --> 00:44:08.319
that Shannon can share for

00:44:08.319 --> 00:44:10.540
our audience.

00:44:10.540 --> 00:44:12.417
[Shannon] - Absolutely, we have one.

00:44:12.417 --> 00:44:14.800
Winston wanted to know if you can

00:44:14.800 --> 00:44:17.369
show the plastic debris area

00:44:17.369 --> 00:44:21.040
compared to the albatross traveling area.

00:44:21.040 --> 00:44:22.037
Do you have that?

00:44:22.037 --> 00:44:24.560
Or can you maybe put that in the Powerpoint

00:44:24.560 --> 00:44:26.037
when you put it online?

00:44:26.037 --> 00:44:26.537
[Jenny] - Hmm, you know,

00:44:26.537 --> 00:44:29.760
I can't remember off the top of my head that if

00:44:29.760 --> 00:44:31.850
that is in there,

00:44:31.850 --> 00:44:34.800
it would be in Lesson 3.

00:44:34.800 --> 00:44:36.862
So what I do know that Oikonos,

00:44:36.862 --> 00:44:37.986
what they did is,

00:44:37.986 --> 00:44:38.609
you know,

00:44:38.609 --> 00:44:39.440
they tracked

00:44:39.440 --> 00:44:42.480
these birds and they have these different track lines of---

00:44:42.480 --> 00:44:44.371
I think it was eight birds that were---

00:44:44.371 --> 00:44:45.244
maybe ten birds---

00:44:45.244 --> 00:44:45.744
that they tracked

00:44:45.744 --> 00:44:48.789
and then they overlaid the lines,

00:44:48.789 --> 00:44:52.480
meaning where the birds traveled to

00:44:52.480 --> 00:44:54.119
over the North Pacific Gyre,

00:44:54.119 --> 00:44:56.564
and the gyre is a hard thing to quantify,

00:44:56.564 --> 00:44:57.064
because it's moving

00:44:57.064 --> 00:44:59.652
and shifting all the time

00:44:59.652 --> 00:45:02.240
and there's been a lot of

00:45:02.240 --> 00:45:05.249
media that talks about this plastic island

00:45:05.249 --> 00:45:07.040
in the North Pacific Gyre

00:45:07.040 --> 00:45:10.491
and it's really hard to say it's in just one area.

00:45:10.491 --> 00:45:12.079
It's pretty widespread,

00:45:12.079 --> 00:45:14.789
but I think they did do an overlay of that

00:45:14.789 --> 00:45:16.079
and I can't remember

00:45:16.079 --> 00:45:18.153
if that is in the lessons or not.

00:45:18.153 --> 00:45:19.599
I will double check and

00:45:19.599 --> 00:45:22.800
if that person wants to send their email to me

00:45:22.800 --> 00:45:24.157
I'd be happy to get it,

00:45:24.157 --> 00:45:26.400
because I'm pretty sure it does exist.

00:45:26.400 --> 00:45:28.412
I just can't remember if it's in the lesson or not.

00:45:28.412 --> 00:45:29.359
[Claire] - Okay, well, and Winston,

00:45:29.359 --> 00:45:31.121
we have your email from your registration,

00:45:31.121 --> 00:45:32.800
so we'll make sure to get that to Jenny.

00:45:32.800 --> 00:45:34.720
[Shannon] - Okay, and then also

00:45:34.720 --> 00:45:36.465
Justin wanted to comment.

00:45:36.465 --> 00:45:38.000
He said the Polynesian

00:45:38.000 --> 00:45:42.000
Voyaging Society also just put out a
great five-minute video called

00:45:42.000 --> 00:45:43.246
The Voyage of Wisdom,

00:45:43.246 --> 00:45:45.440
so that might be something we want to

00:45:45.440 --> 00:45:46.640
take a look at.

00:45:46.640 --> 00:45:49.440
[Claire] - And I've been sharing some of these

00:45:49.440 --> 00:45:49.940
links,

00:45:49.940 --> 00:45:52.640
so for all of you that are participating,

00:45:52.640 --> 00:45:54.930
you should see some links

00:45:54.930 --> 00:45:58.319
to some of these extra resources that

00:45:58.319 --> 00:46:00.210
attendees have been sharing with us.

00:46:00.210 --> 00:46:01.680
[Shannon] - Yes, and then there was also Barb---

00:46:01.680 --> 00:46:04.960
said that there was also a great source

00:46:04.960 --> 00:46:06.563
on of Into the Wisdom

00:46:06.563 --> 00:46:10.480
and I guess that's the other one you shared.

00:46:10.560 --> 00:46:13.760
[Jenny] - The children's book that Claire put out, yeah?

00:46:13.760 --> 00:46:14.560
[Shannon] - Okay.

00:46:16.640 --> 00:46:17.600
[Jenny] - Absolutely,

00:46:17.600 --> 00:46:18.916
I think the story of Wisdom

00:46:18.916 --> 00:46:20.720
is perfect to really engage the kids.

00:46:20.720 --> 00:46:21.914
I just did a presentation

00:46:21.914 --> 00:46:22.708
at the Monterey Bay

00:46:22.708 --> 00:46:23.920
Aquarium Ocean Plastic Summit

00:46:23.920 --> 00:46:25.611
and that's how I started talking

00:46:25.611 --> 00:46:26.880
about these albatrosses,

00:46:26.880 --> 00:46:27.912
was about Wisdom,

00:46:27.912 --> 00:46:28.412
and these teachers that were there

00:46:28.412 --> 00:46:30.400
had no idea

00:46:30.400 --> 00:46:31.553
and were completely blown away

00:46:31.553 --> 00:46:32.417
and they just thought:

00:46:32.417 --> 00:46:32.917
Oh, my god!

00:46:32.917 --> 00:46:34.667
The kids are going to love this!

00:46:34.667 --> 00:46:36.800
And Fish and Wildlife Service, which is

00:46:36.800 --> 00:46:39.960
one of the trustees of the Monument,

00:46:39.960 --> 00:46:42.319
has done some wonderful ways of engaging

00:46:42.319 --> 00:46:43.600
people about Wisdom,

00:46:43.600 --> 00:46:44.880
because she's really an

00:46:44.880 --> 00:46:47.813
incredible ambassador of hope for the ocean.

00:46:47.813 --> 00:46:48.880
She's a survivor

00:46:48.880 --> 00:46:51.264
and they did that video recently,

00:46:51.264 --> 00:46:53.359
they have a Facebook page, so

00:46:53.359 --> 00:46:56.029
just Google Wisdom the albatross

00:46:56.029 --> 00:46:59.200
and you'll get some fantastic content.

00:46:59.599 --> 00:47:02.840
[Shannon] - Okay, and then there was

00:47:02.840 --> 00:47:05.520
one other thing that was shared.

00:47:05.520 --> 00:47:07.239
It was Albatross Network

00:47:07.239 --> 00:47:09.072
and Cornell Lab of Ornith

00:47:09.072 --> 00:47:10.319
has a live webcam

00:47:10.319 --> 00:47:13.910
following Laysan Albatross chicks.

00:47:13.910 --> 00:47:16.445
[Claire] - Yeah, the Kauai Albatross Network.

00:47:16.445 --> 00:47:18.240
[Shannon] - Okay,  I'm sorry.

00:47:18.640 --> 00:47:19.301
[Jenny] - That's great!

00:47:19.301 --> 00:47:21.007
Actually, I've been following them too

00:47:21.007 --> 00:47:21.680
and I'm sorry

00:47:21.680 --> 00:47:22.836
I didn't include these links

00:47:22.836 --> 00:47:23.662
in our presentation,

00:47:23.662 --> 00:47:24.319
but absolutely,

00:47:24.319 --> 00:47:26.015
that's been fun to watch

00:47:26.015 --> 00:47:28.896
to track day-to-day what the parent bird

00:47:28.896 --> 00:47:29.760
is doing and

00:47:29.760 --> 00:47:30.995
what the chick is doing

00:47:30.995 --> 00:47:32.587
and you can actually see them

00:47:32.587 --> 00:47:33.520
pretty much live.

00:47:33.520 --> 00:47:36.720
So cool.

00:47:36.720 --> 00:47:38.720
[Claire] - Okay.

00:47:38.720 --> 00:47:40.103
Any last questions for Jenny

00:47:40.103 --> 00:47:41.663
regarding the Winged Ambassador

00:47:41.663 --> 00:47:42.720
curricular materials?

00:47:42.720 --> 00:47:45.359
 

00:47:48.000 --> 00:47:49.714
All right, well,

00:47:49.714 --> 00:47:54.000
thanks to all of you for being a part of

00:47:54.000 --> 00:47:55.800
our webinar and---

00:47:55.800 --> 00:48:00.400
let me pull up a screen here---

00:48:00.400 --> 00:48:02.400
 

00:48:04.720 --> 00:48:06.316
[Jenny] - Well, I just want to let people know

00:48:06.316 --> 00:48:08.079
if they would like to contact me directly,

00:48:08.079 --> 00:48:10.561
feel free to email me right there:

00:48:10.561 --> 00:48:12.240
jennifer.stock@noaa.gov

00:48:12.240 --> 00:48:13.477
and I'm happy to follow up

00:48:13.477 --> 00:48:14.643
with any other questions

00:48:14.643 --> 00:48:15.760
or other resources that

00:48:15.760 --> 00:48:18.060
you're looking for specifically,

00:48:18.060 --> 00:48:20.079
but I hope that you'll consider using

00:48:20.079 --> 00:48:21.535
the story of the albatross

00:48:21.535 --> 00:48:23.760
to talk about the impact of the plastic

00:48:23.760 --> 00:48:24.559
that we use in

00:48:24.559 --> 00:48:26.741
our daily lives that has on the ocean

00:48:26.741 --> 00:48:27.920
and these incredible seabirds.

00:48:27.920 --> 00:48:31.359
[Claire] - Excellent, yeah, thanks for reinforcing

00:48:31.359 --> 00:48:32.239
that, Jenny.

00:48:32.239 --> 00:48:32.854
Appreciate it.

00:48:32.854 --> 00:48:34.480
And thanks for everyone that attended

00:48:34.480 --> 00:48:36.516
our National Marine Sanctuaries

00:48:36.516 --> 00:48:37.895
Webinar Series today.

00:48:37.895 --> 00:48:39.119
Like I mentioned in the beginning,

00:48:39.119 --> 00:48:40.662
we welcome any feedback,

00:48:40.662 --> 00:48:43.040
further questions, or suggestions for

00:48:43.040 --> 00:48:46.640
topics for this particular series for educators.

00:48:46.640 --> 00:48:48.290
You will get a short evaluation.

00:48:48.290 --> 00:48:50.559
That's really important for us to collect as

00:48:50.559 --> 00:48:52.634
much of the data from attendees

00:48:52.634 --> 00:48:53.472
as possible,

00:48:53.472 --> 00:48:54.240
so when you

00:48:54.240 --> 00:48:56.106
actually log out of this webinar,

00:48:56.106 --> 00:48:58.480
that evaluation will pop up and since it's

00:48:58.480 --> 00:49:00.501
fresh having just participated it,

00:49:00.501 --> 00:49:02.640
if you can answer those

00:49:02.640 --> 00:49:04.097
four or five questions,

00:49:04.097 --> 00:49:06.060
we would greatly appreciate it.

00:49:06.060 --> 00:49:06.811
And as a reminder,

00:49:06.811 --> 00:49:07.520
we will share the

00:49:07.520 --> 00:49:08.880
recording of this webinar

00:49:08.880 --> 00:49:10.240
and all of the associated

00:49:10.240 --> 00:49:11.334
educational materials,

00:49:11.334 --> 00:49:12.703
including some of the links

00:49:12.703 --> 00:49:13.920
that people have shared.

00:49:13.920 --> 00:49:15.378
As additional resources,

00:49:15.378 --> 00:49:17.200
we'll have them on the webinar

00:49:17.200 --> 00:49:19.948
archive page that is listed here.

00:49:19.948 --> 00:49:23.280
And I wanted to also have an opportunity

00:49:23.280 --> 00:49:26.480
to let all of you know what our next webinar is.

00:49:26.480 --> 00:49:27.280
This will be called

00:49:27.280 --> 00:49:29.458
Great Ships on the Great Lakes

00:49:29.458 --> 00:49:31.200
scheduled for April 13th

00:49:31.200 --> 00:49:33.013
and Sarah Waters,

00:49:33.013 --> 00:49:34.400
our education

00:49:34.400 --> 00:49:37.440
coordinator at our Thunder Bay National
Marine Sanctuary---

00:49:37.440 --> 00:49:39.920
she plans to take you on a journey

00:49:39.920 --> 00:49:40.800
through the Great Lakes maritime history

00:49:40.800 --> 00:49:41.979
and she'll actually have

00:49:41.979 --> 00:49:43.599
a maritime archaeologist with her

00:49:43.599 --> 00:49:44.395
for that webinar

00:49:44.395 --> 00:49:45.964
and they'll explore the stories

00:49:45.964 --> 00:49:47.280
of shipwrecks that are now

00:49:47.280 --> 00:49:51.239
preserved in this special Great Lakes sanctuary.

00:49:51.239 --> 00:49:52.559
You can register

00:49:52.559 --> 00:49:55.520
for this upcoming webinar using that link below. ^

00:49:55.520 --> 00:49:59.440
It'll also be in the email that you receive.

00:49:59.440 --> 00:50:01.229
I also want to mention that

00:50:01.229 --> 00:50:04.079
you will get a certificate of attendance

00:50:04.079 --> 00:50:05.372
or participation for

00:50:05.372 --> 00:50:07.440
one hour of continuing education

00:50:07.440 --> 00:50:09.112
or professional development,

00:50:09.112 --> 00:50:10.335
so that if, in fact,

00:50:10.335 --> 00:50:11.680
you need to share that

00:50:11.680 --> 00:50:12.344
to show that

00:50:12.344 --> 00:50:14.334
you're getting continuing education,

00:50:14.334 --> 00:50:15.200
you can use this

00:50:15.200 --> 00:50:17.235
as one of those opportunities.

00:50:17.235 --> 00:50:18.897
So, thanks again, Jenny,

00:50:18.897 --> 00:50:20.559
for a great presentation

00:50:20.559 --> 00:50:23.760
about albatross and the Winged Ambassador

00:50:23.760 --> 00:50:24.861
curricular materials,

00:50:24.861 --> 00:50:26.800
and Shannon for being on to help with

00:50:26.800 --> 00:50:28.959
the technical support and poll questions,

00:50:28.959 --> 00:50:30.960
and for all of you for taking the time

00:50:30.960 --> 00:50:34.060
to join us today.

00:50:34.060 --> 00:50:35.119
So this will now conclude today's

00:50:35.119 --> 00:50:39.160
National Marine Sanctuary Webinar Series.

00:50:39.160 --> 00:50:41.200
Thank you.