Students will will design their own engineering solution and investigate what data real world scientists gather.

Much of the data available to students wanting to understand marine biology requires understanding why, where and how animals are observed. This lesson will serve to create this baseline and introduce students to real datasets. Students will discuss what data they would want to get from animals in the wild. They will work as groups to design a tag, and how to attach it to an animal (considering ethics- nothing an average person wouldn’t do to their body or clothing and external attachment, bracelet, falls off at some point).



Megan McCall & George Feldman

Teacher Resources

Student Resources

Additional Resources

Next Generation Science Standards

Crosscutting Concepts
  • Structure and function
Core Ideas
  • ETS1.A: Defining and Delimiting an Engineering Problem
  • ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
  • Asking questions (for science) and defining problems (for engineering)
  • Developing and using models

Ocean Literacy Fundamental Concepts

  • 7.D: New technologies, sensors and tools are expanding our ability to explore the ocean. Ocean scientists are relying more and more on satellites, drifters, buoys, subsea observatories and unmanned submersibles.