Maritime - Has Your Ship Come In?
Author: Mimi Link
Author: Dawn Jones
Author: Sherrye Pollard
DescriptionMaritime Education and Career Pathway
Grade Level 6-8
Curriculum Life Skills / Careers
You are about to embark on a voyage in which you will navigate your way through Maritime careers. The Maritime industry offers many career opportunities in various sectors including port operations, shipbuilding, transportation, logistics and distribution. Training varies from certification in specific areas to apprenticeships to college degrees depending on the job requirements. Positions in Maritime industry range from trained laborers, skilled technicians, leadership roles, as well as professional and administrative support positions. Through this webquest, you will be able to explore the maritime careers and the training requirements, education and experience needed for each position. It is your mission to select a career that bests suits your abilities and interests and then develop an individual pathway to get there.
What Maritime Career is best for you, and which pathway will get you there? Begin your journey by exploring the maritime careers.
What is GIS? 1. Enhance your knowledge about GIS and how it is used in the real world by viewing the power point presentation on this link. http://www.slideshare.net/aGISGuy/what-is-gis-16552722. Use the World Port Source website to locate ports and answer the questions on the World Port Source Activity Worksheet. You will need to click on the port icons to reveal information about each of the ports. Toggle between Map and Satellite images to compare different types of maps. (Resource attachment #1 and #2) Ports from other countries may be viewed by clicking on the country list located on the left side of the page3. Use the USGS GIS website activity to explore oil consumption, production and reserves. (Resource attachment #3)
Congratulations! You have successfully researched a career in the maritime industry. During your journey, you have learned what it takes to successfully land this job. Keeping this in mind...could this be a career for you and do you know how to navigate your way to achieve it?
This webquest is designed to introduce the Maritime industry and the importance of Maritime industry to the world through education and career path choices. Through STEM curriculum and project based learning, students will be exposed to the various facets of the Maritime industry using math, science, technology and engineering principles. Students will be building on prior knowledge of reading graphs, tables and charts, location of continents and their use of gaming technology through various applications. Students will utilize these skills and apply them to knowledge of Maritime education and a career pathway.
Related Virginia Standards of Learning for middle school and high school are listed below.
Middle School Standards
Science Standards of LearningScientific Investigation, Reasoning, and Logic6.1 The student will plan and conduct investigations in which c) precise and approximate measurements are recorded;d) scale models are used to estimate distance, volume, and quantity; i) data are organized and communicated through graphical representation (graphs, charts, and diagrams); j) models are designed to explain a sequence; and k) an understanding of the nature of science is developed and reinforced.6.5 The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include c) the action of water in physical and chemical weathering; d) the ability of large bodies of water to store heat and moderate climate; f) the importance of water for agriculture, power generation, and public health; andg) the importance of protecting and maintaining water resources.6.6 The student will investigate and understand the properties of air and the structure and dynamics of the Earth’s atmosphere. Key concepts include a) air as a mixture of gaseous elements and compounds;b) air pressure, temperature, and humidity; c) how the atmosphere changes with altitude; d) natural and human-caused changes to the atmosphere; e) the relationship of atmospheric measures and weather conditions; f) basic information from weather maps including fronts, systems, and basic measurements; and g) the importance of protecting and maintaining air quality.6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts includea) management of renewable resources (water, air, soil, plant life, animal life); b) management of nonrenewable resources (coal, oil, natural gas, nuclear power, mineral resources);c) the mitigation of land-use and environmental hazards through preventive measures; and d) cost/benefit tradeoffs in conservation policies.Math Standards of Learning7.1 The student will a) investigate and describe the concept of negative exponents for powers of ten;b)determine scientific notation for numbers greater than zero; c) compare and order fractions,decimals, percents, and numbers written in scientific notation; d)determine square roots; ande)identify and describe absolute value for rational numbers.7.4 The student will solve single-step and multistep practical problems, using proportional reasoning.7.12 The student will represent relationships with tables, graphs, rules, and words.7.14 The student will a) solve one- and two-step linear equations in one variable; and b) solve practicalproblems requiring the solution of one- and two-step linear equations.8.14 The student will make connections between any two representations (tables, graphs, words, andrules) of a given relationship.Civics/Economics Sandards of LearningCE.1 The student will develop the social studies skills responsible citizenship requires, including theability to a) examine and interpret primary and secondary source documents; b) create and explain maps,diagrams, tables, charts, graphs, and spreadsheets; c)analyze political cartoons, politicaladvertisements, pictures, and other graphic media; d)distinguish between relevant and irrelevantinformation; e)review information for accuracy, separating fact from opinion; f) identify aproblem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model; g) formulate an informed, carefully reasoned position on a community issue; h)select and defend positions in writing, discussion, and debate.CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States.U S History Standards of LearningUSII.1The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present; b) make connections between the past and the present; c) sequence events in United States history from 1865 to the present; d) interpret ideas and events from different historical perspectives; e) evaluate and debate issues orally and in writing; f) analyze and interpret maps that include major physical features; g) use parallels of latitude and meridians of longitude to describe hemispheric location; h) interpret patriotic slogans and excerpts from notable speeches and documents; i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives.
High School Standards
Computer/Technology Standards of Learning Basic Operations and Concepts C/T 9-12.1 The student will demonstrate knowledge of the nature and operation of technology systems. C/T 9-12.2 The student will demonstrate proficiency in the use of technology. Social and Ethical Issues C/T 9-12.3 The student will demonstrate knowledge of ethical, cultural, and societal issues related to technology. C/T 9-12.4 The student will practice responsible use of technology systems, information, and software. C/T 9-12.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity. Computer/Technology Standards of Learning Technology Research Tools C/T 9-12.6 The student will use technology to locate, evaluate, and collect information from a variety of sources.