WhaleNet
Information Packet

WhaleNet

Interactive Education with Telecommunications



Welcome to WhaleNet

WhaleNet an interdisciplinary, student-centered, interactive educational program focused on whales, the marine habitat, and environmental studies. The program provides a range of high interest "hands-on" materials and supplementary curricular activities that stimulate interest in and a desire for learning. Emphasizing the use of advanced technologies and telecommunications, WhaleNet provides access to resources which enhance environmental awareness, while developing interest in science and improving skills in problem solving and critical thinking.



This packet gives you the information needed to access and begin using WhaleNet. The following information is included:

  • 1. Instructions on How to Access WhaleNet
  • 2. Start-up and sample WhaleNet Teaching Activities
  • 3. Instructions for preparing, recording and using data
  • 4. Instructions on how to input data into the WhaleNet database
  • 5. Marine mammal species sheet with abbreviations
  • 6. Whale Sighting and Pollution Data Sheets <<--DATA SHEET LINKS HERE
  • 7. WhaleNet data base Information including a simulated email entry
  • 8. Supplemental Materials information

  • WhaleNet is a teacher enhancement project funded by the National Science Foundation (RED-9454757) and sponsored by Wheelock College and Simmons College in Boston. The purpose of the WhaleNet is to enhance science education and environmental awareness using interdisciplinary learning through the use of telecommunications. For a list of our affiliates, see the WhaleNet Affiliates Page.


    Expand Your Educational Horizons with Telecommunications



    WhaleNet, in conjunction with research groups, educational organizations, and whale watch companies, provides a program to enhance the educational opportunities of students.

    WhaleNet projects include:

  • the Satellite Tagging Observation Program (STOP) where students can observe the movement of whales through the use of satellite tags;
  • A.S.K.- ASK a Scientist via email;
  • Habitat Wednesday a listserv where students can access and use actual research data;
  • WhaleNet Pals listserv where students can locate and collaborate with students in classrooms around the world;
  • WhaleMuse where students can interact in simulations; and,
  • other interesting Educational Programs.

    WhaleNet offers students and teachers, curriculum resources and support, a source of data for interdisciplinary classroom activities, and interactive informational support through WhaleNet/EnviroNet utilizing telecommunications.

    WhaleNet establishes Internet communication between researchers and students from around the world so that they can share and use research data, collaborative learning, and personal field experiences to enhance their education and interest in science. WhaleNet provides a system where students, teachers, and researchers collect and then compile their data on the WhaleNet server. The data is then shared, via WhaleNet, with schools for interdisciplinary curricular activities and student research in their respective classrooms world-wide.

    WhaleNet is an interdisciplinary program to enhance science education and environmental awareness using telecommunications. WhaleNet, part of EnviroNet, is an enhancement project funded by the National Science Foundation and sponsored by Wheelock College and Simmons College in Boston.

    Class activities may be supplemented with information and materials made available through WhaleNet. Materials include:

  • How to Build an Inflatable Whale--Plans to build a life-sized(55 ft.) inflatable whale that the students can actually walk through,
  • Interactive CD-Rom with curriculum materials and the Elementary Whale Study Curriculum(EWSC) developed by the Whale Conservation Institute and the Discovery Channel,
  • Whale Watches as Interdisciplinary Teaching Opportunities,
  • The World of Whales, Dolphins, and Porpoises -- Interdisciplinary Curriculum Activities for Pre-K through High School, and
  • Marine Science Activities on a Budget.

    WhaleNet curricula support continues through the winter months by utilizing information from the humpback southern breeding areas, WCI Patagonia right whale research, and research information on tracking whales, ocean toxics (ECOTOX), and bioacoustics supplied by the voyages of the WCI research vessel Odyssey.

    If you are interested in receiving more information, participating in the program, or learning more you can contact:

    J. Michael Williamson
    williams@whale.wheelock.edu
    Paul D. Colombo
    colombo@whale.simmons.edu
    WhaleNet Principal Investigator
    Wheelock College
    200 The Riverway
    Boston, MA 02215
    (617)734-5200, X256
    Fax (617)566-7369

    EnviroNet Network Director
    Simmons College
    300 The Fenway
    Boston, MA 02115
    (617) 521-2665
    Fax: (617) 521-3199



    GUEST INSTRUCTIONS FOR ACCESSING WhaleNet LOGINS

    You may connect through www or lynx using:

    http://whale.wheelock.edu

    We hope you enjoy our network and please email us your comments.

    williams@whale.wheelock.edu J. Michael Williamson, WhaleNet Principal Investigator
    williams@whale.wheelock.edu Paul D. Colombo, EnviroNet Network Director


    Preparing and Recording Whale Watch Data

    Prior to making reservations for your whale watch, ask the company if they are WhaleNet affiliated and/or if they will allow you to conduct your research: record Lat/Long positions, collect water samples, and/or collect plankton samples. The company need not be affiliated with WhaleNet, but you should be sure that you will be allowed to conduct your activities. Ask if the captain will allow a student in the pilot house to collect Latitude/Longitude (or LORAN) readings, depths, etc. or if they have a Public Information Display.

    Organize data collecting teams or individuals before you arrive at the boat. The excitement of the day, boarding, etc. does not lend itself to organizing at dock side.


    Data Sheet


    1. Fill in as much of the general information (weather, tides, etc.) in the sighting data sheet header as possible. Sea state (beaufort scale of wind velocity), wave height, and visibility should be recorded at sea. Water temperature can be taken from the NOAA Weather radio broadcast, at the dock, or preferably at sea, if possible.

    2. Take a Latitude/Longitude (Lat/Long) fix about every 15 minutes on the way to and from the primary whale watching area beginning at the harbor mouth. Indicate N or S latitude (i.e. N lat) and E or W longitude (i.e. W long) on the data. This is important because of the international nature of the database.

    3. The time should be recorded for each Lat/Long fix and marine mammal observation. Use 24-hr. time for all data entries, i.e. 2:15 PM would be 14:15. (For afternoon or evening just add 12 to the hour.)

    4. The location is determined by Lat/Long coordinates (i.e. 71 24'W, 42 40'N) Two coordinates are used for a fix. Write one coordinate in each column under Location.

    5. Depth can either be recorded by depth sounder on the boat or by making a fix on the chart and noting the depth on the chart closest to the fix. Note: Many depth sounders do not work well when the boat is traveling at higher speeds.

    6. When a whale is observed record the Species using the marine mammals sighting abbreviation list, i.e. Mn for humpback, Bp for fin whale etc.

    7. Record the Number of whales in the immediate area (subjective distance judgment) around the boat. This can be confusing when there are a number of whales in the area. Use a separate line on the data sheet for each species in an area, all the other data will be the same, i.e. time, Lat/Long, depth, etc.

    8. Grouping is recorded by listing the number of whales in a group. The sum total of grouping must equal the previous Number recorded. For instance, if you have 6 humpback whales, you may have 2+2+1+1 if there are two pairs and two single animals. A cow/calf pair is recorded as c/c.

    9. Behavior is recorded as feeding, traveling, breaching, flipper slapping, lob tailing, spy hop, logging, or trumpeting. There are more behaviors and some researchers take minutely detailed behavioral data, but for your purposes that detail may not be necessary.

    10. Names of humpbacks can be included in the last column on the data sheet. Most of the Gulf of Maine population has been named to facilitate data transfer by researchers.

    11. Water Temp at each sighting and fix should be recorded in the last column, if possible.


    Marine Mammals and Turtle Sighting Abbreviations


    Abbr, No., Common Name, Genus Species
  • Eg, 1, Right Whale, Eubalaena glacialis
  • Bm, 2, Blue Whale, Balaenoptera musculus
  • Bp, 3, Fin Whale, Balaenoptera physalus
  • Bb, 4, Sei Whale, Balaenoptera borealis
  • Be, 5, Bryde's Whale, Balaenoptera edeni
  • Ba, 6, Minke Whale, Balaenoptera acutorostrata
  • Mn, 7, Humpback Whale, Megaptera novaeangliae
  • Pc, 8, Sperm Whale, Physeter macrocephalus
  • Kb, 9, Pygmy Sperm Whale, Kogia breviceps
  • Er, 10, Gray Whale, Eschrichtius robustus
  • Dl, 11, Beluga Whale, Delphinapterus leucas
  • Lo, 12, Pacific White Sided Dolphin, Lagenorhynchus obliquidens
  • Md, 13, Blainville's Beaked Whale, Mesoplodon densirostris
  • Me, 14, Gerval's Beaked Whale, Mesoplodon europaeus
  • Mm, 15, True's Beaked Whale, Mesoplodon mirus
  • Zc, 16, Cuvier's Beaked Whale, Ziphius cavirostris
  • Ha, 17, Northern Bottlenose Whale, Hyperoodon ampullatus
  • Pe, 18, Melon-Headed Whale, Peponocephala electra
  • Fa, 19, Pygmy Killer Whale, Feresa attenuata
  • Px, 20, False Killer Whale, Pseudorca crassidens
  • Oo, 21, Killer Whale, Orcinus orca
  • Gm, 22, Long-Finned Pilot Whale, Globicephala melaena
  • Gx, 23, Short-Finned Pilot Whale, Globicephala macrorhynchus
  • Sb, 24, Rough-Toothed Dolphin, Steno bredanensis
  • Wb, 25, White Beaked Dolphin, Lagenorhynchus albirostris
  • La, 26, Atlantic White Sided Dolphin, Lagenorhynchus acutus
  • Lh, 27, Frasar's Dolphin, Lagenorhynchus hosei
  • Dd, 28, Common Dolphin, Delphinus delphis
  • Tt, 29, Bottlenose Dolphin, Tursiops truncatus
  • Gg, 30, Risso's Dolphin, Grampus grisaus
  • Sp, 31, Spotted Dolphin, Stenella plaglodon
  • Sl, 32, Long-Snouted Spinner Dolphin, Stenella longirostris
  • Sx, 33, Short-Snouted Spinner Dolphin, Stenella clymene
  • Sc, 34, Striped Dolphin, Stenella coeruleoalba
  • Pp, 35, Harbor Porpoise, Phocoena phonoena
  • Or, S.36, Walrus, Odobenus rosmarus
  • Pg, S.37, Harp Seal, Phoca groenlandica
  • Cc, S.38, Hooded Seal, Cystophora cristata
  • Hg, S.39, Gray Seal, Halichoerus grypus
  • Pv, S.40, Harbor Seal, Phoca vitulina
  • Tm, S.41, West Indian Manatee, Trichechus manatus
  • Dc, T.42, Leatherback Turtle, Dermochelys corlacea
  • Cc, T.43, Loggerhead Turtle, Caretta caretta
  • Cm, T.44, Green Turtle, Chelonia mydas
  • Lk, T.45, Ridley Turtle, Lepidochelys kempi
  • Ei, T.46, Hawks Bill Turtle, Eretmochelysim bricata
  • UD, U.47, Unidentified Dolphin/Porpoise,
  • UB, U.48, Unidentified Large Whale,
  • UX, U.49, Unidentified Small Whale



    >>> NOTE: Use the first letter of the Genus and species for species not listed. <<<

    WhaleNet Data Input Instructions


    Email
    WhaleNet (whalenet@whale.wheelock.edu) with your collected data in the following format:

    1. Under the heading SUBJECT, enter the data as shown.

    To: whalenet@whale.wheelock.edu
    CC:
    Subject: Data/NSB/May 4 94/WCI/Pita I/Stoneham MS 6

    Key for subject line in mail message:

    Data/Area/Date/Research Group/Vessel/School
    Data - identifies the entry as data
    NSB - identifies area [NSB- Northern Stellwagen Bank, SSB - Southern Stellwagen Bank, JL-Jeffrey's Ledge, IP-Ipswich Bay, LIS - Long Island Sound, VB - Virginia Beach, etc.]
    May 4 94 - date
    WCI - organization Whale Conservation Institute, boats should have a research group affiliated with it.
    Pita I- specific vessel name
    Stoneham MS 6- school or group name, grade

    Note: Data entry must be consistent for the users' sake. The subject header will appear on the Bulletin Board Directory, and is used for sorting through the many data entries on the directory. For instance, to do a longitudinal study you can select one research group (ie. WCI); or a specific geographical area such as NSB (Northern Stellwagen Bank); or one vessel (ie. Pita); or a specific date.


    ** NON-WHALE WATCHING CLASSES **

    If you are a class not going on a whale watch but using the whale watch data, use the data sheets to copy data off the WhaleNet listserv (http://whale.wheelock.edu/archives/). You can then use the data in the same way as those that went on a whale watch.



    Simulated E-Mail Entry

    To: whalenet@whale.wheelock.edu
    CC:
    Subject: Data/NSB/ May 4 94/MICS/Pita I/Stoneham MS
    ------------------------------------------
    Vessel : Pita I
    Location of Port : Beverly, Mass., USA
    Date : May 4 94
    School/Org : Stoneham Middle School
    Grade : 6
    Sea State : 2
    Wave Ht. : 1-2 ft
    Wind : NW/10 kts
    Air Temp : 68'F
    Water Temp : 55'F
    Cloud Cover : 10 %
    Visibility : 15 nm
    High Tide (time) : 15:30
    Recorder : Jim Williams

    Time,LatN,LongW,Depth,Species,Number,Grouping,Behavior,Names, Water Temp.
    9:00,42 40'N,70 45'W,d,s,n,g,b,n,w
    9:15,42 43'N,70 42'W,d,s,n,g,b,n,w
    10:30,42 45'N,70 40'W,d,s,n,g,b,n,w
    10:45,42 23'N,70 25'W,150 ft.,Mn,5,3+2,logging,Salt Liner,w
    11:00,42 45'N,70 22'W,d,s,n,g,b,n,w
    11:15,42 45'N,70 20'W,100 ft.,Mn,3,1+1+1,Feeding,Pepper
    11:15,42 55'N,70 30'W,100 ft.,Bp,2,2,feeding
    11:30,42 45'N,70 28'W,d,s,n,g,b,n,w
    . . .
    15:20,40 50'N,70 25'W,250 ft.,Ba,7,1+1+1+1+1+1+1,feeding

    Day Totals: Hrs:3,Miles:47,Mn:8,Bp:2,Ba:7, etc.

    Data Entry:

    General Information: Each day's data must contain the Data Sheet's general header information as shown in the Simulated E-Mail Entry above. Enter this general information, i.e., Vessel: Pita I, by typing the data's term followed by a ":". Each item in the general header is entered on a seperate line.

    Data: The first line of the data entry contains the column headings on the Data Sheet, each separated by a "," (comma). Subsequent lines are a single line from the data sheet with each column's entry separated by a "," (comma). Use appropriate letters as space holders (ie., d,s,n,g,b,h,w) if there is not data in a column.

    Data input example and explanations using last line of entry (above):
    15:20 = 3:20 PM - use 24 hr time
    40 23' & 70 25' - Lat/Long coordinates taken from ship's electronics, i.e., LORAN
    250 ft. - depth taken either from a location (fix) on chart or depth sounder on the boat.
    Ba - species of whale sighted, ie., Minke (a listing of abbreviations is in this packet)
    7 - number of a species of whale in the area of the boat
    1+1+1+1+1+1+1 - grouping of whales, sometimes singles, pairs, c/c (cow/calf), etc.
    feeding - observed behavior (a listing of common behaviors is in this packet)
    Day Totals - try to eliminate duplicate sightings of the same whales and report totals by species.
    Hours and miles are reported from leaving to returning to the harbor mouth. Pleace a colon after each data type label and a coma after each number entry.


    WhaleNet Sample & Start-up Activities

    Note: You can use these activities without actually going on a whale watch. Most activities can be done using WhaleNet data from the listserv.


    Activities Goal:

    The goal of this section is to give you ideas on how the WhaleNet data and information could be used whether or not you go on a whale watch. WhaleNet data can be accessed in the " Data, Case Studies, and Listservs" section (see the Quickfind Index) and used just as if you went on a whale watch.
    This section is meant to stir your own educational creativity and ideas. Personalize these activites so that they will be suitable for you, your class, and your geographic location. Good luck and enjoy the experiences. If you have questions you can contact me.


    Activity 1: Navigation

    Simple navigation methods can be used to involve mathematics. Using latitude and longitude, or a system of navigation called LORAN (Long Range Aid to Navigation), the ship's position can be plotted very accurately on a navigation or bathymetric chart.

    The ship's track can be plotted on a chart by taking a position check or fix periodically by using the time and ship's Lat/Long coordinates. This activity can be done either on board throughout the day, if you go on a whale watch, or you can use existing data sheets that are accessible on the Data, Case Studies and Listserv page of WhaleNet. Prior to your trip/exercise laminate your chart or cover it with clear contact paper. The students can use water soluble fine tip markers to plot the fixes and course as the activity progresses. Different colors can be used to indicate different species sightings/trips, etc. The chart can be reused when the fixes are washed off. (Use Lat/Long if possible.)

    With the plot of the ship's course a number of activities can be undertaken. Plot the vessel's research track and calculate: the distance covered, the rate of the vessel's travel from point to point (D=R*T, " a minute's a mile the world around", scale: one minute of latitude = one nautical mile), the depth of water at various points can be found by checking the depth on the chart at the point of the fix, and the topography of the research track can be observed (see the bathymetry activity below).

    Students can plot the track of the boat by recording the Lat/Long coordinates at preset time intervals, i.e. every 15 minutes and/or at every sighting of marine mammals, and then plotting these points (taking a fix) on a chart of the area. (Charts are available for about $14.00 or a bathymetric (fishing) chart for $4.50 through boat yards or boating magazines. The bathymetric chart gives a better visualization of the bottom topography and may be more helpful if a study of bottom topography is planned. The bathymetric chart also has some LORAN lines on it, but not as many as the navigation chart.
    NOTE: you only need the Lat/Long or two LORAN coordinates to plot a position.)

    Using the research track, students should note locations, depths, topography, etc. where marine mammals are observed along with the behavior and activity observed.


    Activity 2: Water Testing

    Water testing is an important part of the physical and chemical characteristics of oceanography and whale research. Activities such as testing the water temperature, density and salinity are commonly measured qualities of sea water.

    On Board Activity: To collect a water sample notify crew members, wait until the boat STOPS COMPLETELY, drop a bucket with a line attached to the handle overboard and bring up a water sample. Use a thermometer to measure the temperature, and a hydrometer to measure the density. With the density and temperature, the salinity can be determined using temp/density/salinity charts or graphs.

    The color of the water, sea state (wave height), wind velocity and direction, and air temperature are also important bits of information to the researcher. This information is listed on the data sheet.


    Activity 3: Plankton Tow and Analysis

    A plankton tow and analysis explains a great deal about why the whales are where they are. The plankton can be examined with hand lenses or microscopes, and depending on the class age various degrees of plankton analysis can be conducted. Data on density of plankton, identification of plankton types, etc. can be included.

    On Board Activity:If on board, a plankton tow can be made with a commerically purchased or student made plankton net.
    In Class Activity:If not on a boat, plankton samples can be ordered from biological supply companies.

    A discussion and development of food chains and food webs would be a natural follow-up to the plankton tow. Phytoplankton (plants) and zoo-plankton (animals) can be observed under normal conditions. If only one plankton net can be purchased choose a phytoplankton net. It collects both plant and animal plankton.


    Activity 4: Data Collection

    On Board Activity:Data collection should be made on: the location of the observation, the species observed, the number of each species, behavior of the organism, and any other information that might be important.

    For more class involvement, additional data can be collected on the pollution (floating trash) and bird sightings. The Pollution Data Table should include time sighted, location, type of trash, amount of trash, composition of trash, etc. The data of the times sighted can be coordinated with the position recordings to approximate the location of the trash sightings. Totals of the trash sightings should be included after the whale sighting information. Bird sightings can also be recorded in a similar fashion. There is a bird sighting bulletin board in EnviroNet, see the EnviroNet booklet for procedures to input bird data.


    In Class Activity: Record data onto data sheets from data accessible on the Data, Case Studies and Listserv page.

    Data sheets should be photocopied from the one included in advance of the tripsor activity, and research groups can be assigned in any manner appropriate to the class. Groups can either be assigned to take data for the class or groups can be assigned to take data throughout the trip/activity. If on board, it would be suggested that only one person at a time be assigned to record the position coordinates (Lat/Long) in the pilot house, and the captain should be contacted and talked with about the best procedure prior to the trip. Some vessels have Lat/Long or LORAN receivers in the public cabin, inquire at the time you make your reservations.


    Activity 5: Photo-Identification of Whales

    On Board Activity:Photo-identification photographs of humpback whales taken on the cruise should be recorded as follows: date, location, photo taken by whom, what roll number of film (number each roll of film with the initials of the photographer & roll number such as: JMW/95-001), and what number on the roll. The photographs can be used later to identify the whale using a humpback whale catalogue or they can be mailed to Allied Whale, College of the Atlantic, Bar Harbor, Maine to be entered into the Humpback Whale Catalogue data base.

    In Class Activity: Photographs from previous individual's whale watches, adopted humpback photographs, or other sources of photographs can be used.

    Use the photographs to classify and identify likenesses and differences in the fluke pigmentation patterns. Sort according to similatiries. Type 1 is an all white fluke, Type 5 is an all black fluke, Type 3 is 50% white and 50% black, and so on. Do any flukes match? If you have access to a humpback whale fluke catalogue, do the photographs match any in the catalogue? Begin making your own fluke catalogue and use it each trip/year that your students participate in a whale watch.

    Salt Crystal
    Salt Crystal

    WhaleNet is developing a CD-ROM of the Gulf of Maine Humpback Fluke Catalogue in conjunction with Allied Whale at the College of the Atlantic and the researchers that chose to participate in this program. This CD-ROM is scheduled to be available in 1997.


    Activity 6: Mathematics

    Plot a complete research track, accessible on the Data, Case Studies and Listserv page, on a chart.
    How many miles did the trip cover? What was the average speed of the boat from fix to fix, for the entire trip? What was the heading (compass direction) on each leg of the trip? How many sighting were made for each hour of the trip? (This is the "catch effort" used by whalers to compare the efficiency of a trip.)
    This method can also be used to compare different trips, on different days, locations, boats, etc.

    See the Educational Resources page for the Map Generator and Distance Generator which gives you the ability to make maps and determine distances and bearings between any two points using the latitude and longitude.


    Activity 7: Bathymetry

    Using graph paper placed along each leg of the research track from the data in the WhaleNet listserv the bottom topography can be plotted and displayed. Fold a piece of graph paper along a line about one inch from the edge of the paper. Place the graph paper on the track line drawn on the chart and using a predetermined scale for depth on the vertical axis, plot the depth of the bottom on the (vertical) Y-axis vs. appropriate/convenient points on the (horizontal) X-axis. Connect the strip profiles for each leg of the cruise together to show the bottom topography of the entire trip.

    Return to the bottom topography profile and note where on the surface what species were sighted and what the behavior observed was, i.e. feeding, logging, traveling, etc. Is there a pattern of behavior of the whales or the location of the whales to the bottom topography? Are sightings usually made over a specific type of bottom? Analyze the data from your trip.


    Activity 8: Topographic Model of the Bottom

    Construct a model of Stellwagen Bank. Draw lines perpendicular to the ridge line of the bank about one inch apart. Have students use graph paper to make a profile of the bottom on each line. Glue the graph paper to pieces of cardboard and cut out the profiles. Line the cardboard profiles up one inch apart in clay or similar substance to hold up the cardboard, and cover with damp cloth or paper. Press the cloth or paper down gently to the contour of the cardboard, allow to dry, and spray with paint and allow to dry. Use your imagination!


    Activity 9: Analysis of Whale Watch Data

    Suggestions for analysis: (1) compare "catch efforts" (number of sightings of a species for each hour on the whale watch) for different days, different species, etc.; (2) compare the range of behaviors of species on a given day; (3) compare data for Jeffrey's Ledge and Stellwagen Bank on a given day or week; (4) compare numbers of cow/calf pairs on given days; (5) calculate the number of whales with killer whale scars; (6) compare the depths where the different species were observed; (7) compare where most of the sightings were, on the bank or ledge, over the deep water, etc. or (8) compare numbers of sightings vs. sea state, cloud cover, wind velocity, etc.


    Activity 10: Analysis of Marine Pollution

    On Board Activity:Collect data on pollution and floating debris by using a data sheet similar to the marine mammal data sheet, but substitute Object for Species and Composition for Grouping. Up-load the data using the same procedure as for the marine mammals but use Pollution Data in place of Data in the subject header. We will also be collecting Coast Sweep data in the future.


    Activity 11: Analysis of Pelagic Birds

    On Board Activity:Collect data on pelagic birds by using a data sheet similar to the marine mammal data sheet. Up-load the information by substituting Bird Data in the subject header.




    ** NON-WHALE WATCHING CLASSROOMS **

    If you are one of the classrooms not going on a whale watch but using the whale watch data, use the data sheets to copy data off of the WhaleNet listserv. You can then use the data in the same way as those that went on an whale watch.


    WhaleNet Supplementary Materials

    The listed materials may be purchased to supplement your classroom curriculum.

    Marine Science Activities on a Budget (booklet) - Contains a cross-section of oceanographic activities that can be altered to accommodate many grade levels. $10.00

    The World of Whales, Dolphins, and Porpoises - Interdisciplinary Curriculum Units for Pre-K through High School (book) - This contains 200+ pages of interdisciplinary activities, bibliographies, etc. suitable for a wide range of interests, abilities, and grade levels.$20.00

    How to Build an Inflatable (55 ft.) Fin Whale (booklet) - Instructions on how to build a 55 foot long model of a whale that can be carried in a duffel bag by one person. Students and teachers can walk inside. Estimated cost for materials is between $40.00 and $50.00. $8.00

    Marine Science Bibliography (pamphlet) - Extensive bibliography for a wide range of grade levels and interests from general knowledge, children's books, to scientific information for the marine mammal biologist. $3.00




    Make Check payable to: J. Michael Williamson

    Send order form to: J. Michael Williamson

    MICS
    20 Moynihan Rd.
    So. Hamilton, MA 01982

    Your Name:____________________________
    Address ______________________________
    _____________________________________
    _____________________________________

    What do you want to order? ___________________________


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