Marine Industry

Learning Guide
Interactive lessons for educators, seafarers, and the public
 TABLE OF CONTENTS
3 Introduction/Background
P
INTRODUCTORY (GRADES K-5)

4 What Floats Your Boat?

Introduction to the parts of a boat and their uses

6 Types of Ships
Identifying the types of vessels and their uses

8 Ports
The role of ports in the marine industry

INTERMEDIATE (GRADES 6-8)

10 History of Marine Transit

A time line of the marine industry

12 Canals and Waterways

The history of canals and their importance in shipping

14 Shipping and Its Role in Global Society

How a ship transports cargo to its destination

ADVANCED (GRADES 8-12)

16 Nautical Charts and GPS

The importance of navigation tools in the marine industry

19 Maritime Regulations
Regulations that safeguard our waters

21 Careers in the Maritime Industry

Career paths in the marine industry

ADDITIONAL RESOURCES

22 Adopt A Ship
Connecting your classroom to the marine industry

23 An Overview of Regulations Relating to the International Shipping Industry

24 Cargo Match Game Handout (Types of Ships)

26 Glossary

28 Acknowledgments

2 Marine Industry Learning Guide www.namepa.net

MARINE INDUSTRY LEARNING GUIDE
R SE
AS
SAVE O
U

INTRODUCTION
Ninety percent (90%) of all consumer goods have spent some part of their The North American
journey on a ship, making the marine industry one of the primary drivers Marine Environment
of globalization and trade. Vessels move cargo around the world in far
Protection Association
greater volumes more efficiently, safely and with a lower environmental
impact than any other mode of transportation. Ships transport all sorts (NAMEPA) is an independent,
of commodities such as grains and fruit, liquefied natural gas (LNG), coal marine industry-led entity that
and petroleum oil for energy production, raw materials, clothing, cars and engages industry, regulators,
electronics, and so much more. Ships are also popular for vacations; the
environmental groups, educators
cruise industry alone carries millions of passengers and generates billions
of dollars in revenue every year. Ferries provide terrific options for com- and the public by promoting sound
muting and help reduce road congestion. environmental practices. NAMEPA is
The success of the marine industry is based on the supply and demand a non-profit organization committed
of goods from around the world. Advances in technologies, such as the
to “Save Our Seas” and preserving the
development of faster and lighter ships, the construction of canals, and im-
provements in navigational systems have improved the overall operation marine environment through educating
of the industry. These advancements have made it easier, more efficient seafarers, students and the public about
and safer for crews, the environment, and ships to move cargos. the need, and strategies for, protecting
For the purposes of this learning guide, the marine industry is being
global ocean resources.
defined to include any economic activity of or relating to the oceans, rivers,
and the Great Lakes. This includes traditional maritime activities such as
designing, constructing, manufacturing, supplying, maintaining vessels or This easy-to-use guide is designed to
parts, operating and managing shipping lines, or crewing ships. It can also provide maximum flexibility for learners
include engaging in maritime law, brokerage services, insurance, customs
in both formal and informal settings. It
services, fishing operations, marine science, salvage operations and the
operation of ports, shipyards, drydocks, and cruise lines. Additionally, the may be used as a standalone teaching
exploration for and exploitation of both offshore renewable and nonre- tool, or to supplement lessons in other
newable energy sources are included in the marine industry. areas. This guide includes information
NAMEPA's goals include increasing the public’s awareness of the marine
about the marine industry with
industry and the industry's dedication to the health and safety of its crew,
the environment and its fleet. Through the use of this guide, readers can useful lessons for students in grades
learn to appreciate and understand the importance the marine industry K-12 with a focus on STEM (Science,
and how the people working in it affect everyday lives. It may even spark a Technology, Engineering, Mathematics)
desire to become a part of this vibrant, global industry!
objectives and alignment to NGSS (Next
Generation Science Standards).

To access resources referenced in this

guide and for additional information,
visit www.namepa.net/education.

www.namepa.net Marine Industry Learning Guide 3

 1 WHAT FLOATS YOUR BOAT?
INTRODUCTION TO THE PARTS OF A BOAT AND THEIR USES

GRADE: K-5 Port – the left side of the ship when facing the bow.
TIME: 30-45 MIN Rigging – the lines that support the masts and move the sails.
Rudder – a blade attached under the stern used for steering.
SUMMARY Sails - types of:
In this lesson, students will be introduced to the parts of a ship Jibs – triangular sails at the front of
and their correct names. Students will begin to understand the the ship; attached to the bowsprit.
scientific principle of buoyancy and how the different parts of Square sails – rectangular sails that
the ship are necessary to make the ship float. In the end, students are placed square or perpendicular to the keel.
will use the information obtained to create a ship out of alumi- Main sails – the lowest sails.
num foil that is capable of floating and carrying a “cargo.” Top sails – the next level of sails above the main sails.
Stern – the back of the ship.
OBJECTIVES Topgallant (pronounced t’gallant) – the third sail or set of sails
Students will: from the bottom, above the topsail.
1. Identify the parts of a ship and their proper names. Spanker – the biggest sail at the stern of the ship.
2. Understand the basic scientific principle of buoyancy. Shrouds – heavy lines which hold up the masts from the sides of
3. Engineer a ship out of household materials based on scientific the vessel.
investigation. Starboard – the right side of the vessel when facing the bow.
Spar – long pieces of wood used to support the sails and rigging.
STEM APPLICATIONS The bowsprit, masts, and yards are all spars.
Science, Engineering, and Math Yards – horizontal spars that hold square sails.

NGSS ALIGNMENT MATERIALS

K-2-ETS1-2. Develop a simple sketch, drawing, or physical model 1. “Labeling a Ship” PowerPoint
to illustrate how the shape of an object helps it function as need- 2. Ship design challenge instructions
ed to solve a given problem. 3. Aluminum foil
K-2-ETS1-3. Analyze data from tests of two objects designed to 4. Popsicle sticks (20 per group)
solve the same problem to compare the strengths and weak- 5. Uncooked pasta e.g. rigatoni or penne (20 per group)
nesses of how each performs. 6. White glue (one per group)
2-PS1-1. Plan and conduct an investigation to describe and clas- 7. Masking tape (one per group)
sify different kinds of materials by their observable properties. 8. Pennies (40+)
2-PS1-2. Analyze data obtained from testing different materials 9. Medium to large sized tubs of water (1-3 gallons)
to determine which materials have the properties that are best
suited for an intended purpose. BACKGROUND
Amazingly, over 50% of the global population lives within two
VOCABULARY miles of a body of water. That means ships are all around us! For
Anchor – large hook attached to the ship which is cast over- thousands of years, ships have allowed us to enjoy the beauty of
board and digs into the sea bed to keep the ship from moving. being on the water and adventure to new places. The first known
Bow – the front of the vessel. floating vessels were used around 10,000 BC, but it wasn't until
Bowsprit – spar attached at an angle to the bow of a ship, used 3,000 BC that Egyptians and Mesopotamians started building
to hold jibs. rafts for trade and transport. Ships have come a long way since
Buoyancy – the ability of an object to float in a liquid. then; modern ships are capable of traveling for thousands of
Fore and aft – from the bow to the stern; fore is towards the miles with several tons of cargo.
front; aft is towards the back. Buoyancy is the ability of an object to float based on its
Hull – the main body of the ship. tendency to float or rise in liquid. An object that floats in water
Keel – the timber at the very bottom of the hull that runs from is positively buoyant, while an object that sinks is negatively
the bow to the stern; often called the ship’s “backbone.” buoyant. This is related to the object’s mass and volume rela-
Line – a sailor’s word for a rope. tionship called its density. When an object is placed in water, a
Mast – a large wooden spar used to hold up other spars and certain amount of water is displaced. The object will sink until
rigging. the object displaces the amount of water that is equivalent to

4 Marine Industry Learning Guide www.namepa.net

the object’s mass. Boats and ships partly float and partly sink Demonstrate the concept of buoyancy using two pieces of
depending on their masses. For example, an object with a mass aluminum foil. Ask students if they think the aluminum foil will
of 1 gram will displace 1 gram of water. If the object is less dense sink or float when placed on the water. Give the students time to
than the liquid it is placed in, it will float. However, if the object is discuss and explain their answers.
denser than the liquid, it will sink. Since water has a high density, Place one flat, unbent sheet of aluminum foil on the water and
it is capable of holding a large weight like a cargo ship! Buoyancy then ask the students if they can figure out a way that the second
is also related to the force of gravity pushing down on an object sheet of aluminum foil would sink instead of float.
in water while a buoyant force acts upwards on the object, Crumple the second sheet of aluminum foil into a ball and
preventing it from capsizing. Ships are also equipped with ballast place it in the water. Ask the students to explain why they think
water tanks to adjust the weight of the vessel at port by loading the second sheet sinks, reminding them it is the same material.
and unloading excess water. This keeps the vessel from floating Review the concept of water displacement as you demonstrate.
or sinking too much.
This lesson will help students learn the parts of a ship and how 2. Explore
they function to keep the vessel afloat. Students will gain an ap- Students should be split into groups of three or four and given
preciation for the scientific principles that allow ships to float, and the supplies for the “Ship Design” challenge. Based on vocabulary
use that knowledge to design a ship to carry the most weight. they have learned and the discussions about buoyancy and wa-
ter displacement, students will be charged with designing a boat
ACTIVITY out of household items that will float but will then also be able to
hold the most “cargo” (pennies). Students design and create the
1. Engage/Elicit ships using the supplies and then test their ships in the water.
Every activity has a specific set of vocabulary that goes along
with it; the same holds true for the shipping industry. Boating 3. Explain
and sailing have a unique set of terms that allow the members of As students are building their designs and perfecting them
the crew and the passengers to communicate. This vocabulary through trial and error, explain the principles of buoyancy and
will help you to better understand the maritime industry. what affects the ship’s ability to float in the water.
Introduce each word in the vocabulary by using the associated
“Parts of a Ship” PowerPoint to clearly identify the parts of a boat. 4. Evaluate/Wrap-up
Ask students about their own personal experiences with a To wrap-up this activity, have the students all make final changes
boat or ship. How did their boat move in the water? How do they to their designs and see how much weight their ship design can
think it stayed afloat? Define and explain buoyancy. Buoyancy is support before sinking. Count the number of pennies each ship
the upward force of the water pushing on the ship, keeping it on could support to determine the winner! Have them discuss what
top of the water. A ship will stay afloat if the weight of the water they did to make their ship so strong and supportive.
displaced is greater than the weight of the ship, which makes it Ask students these questions about the lesson and activity:
easier for that upward force to keep it afloat! Explain that marine 1. What was the hardest part of this activity? The easiest?
organisms have internal neutral buoyancy, and humans can 2. How many times did you have to test your design before it
manipulate buoyancy while SCUBA diving. was finally able to float?
3. What hull shape did you use? Did it work well?
4. What if the cargo was a different material? Would it have
affected the result?

DIVE DEEPER
This lesson was adapted from the “Build
a Boat” lesson published by www.edu-
cationworld.com
Want to know more about buoy-
ancy and density and the relationship
between the two? Or how heavy
ships float? Visit http://boatsafe.com/
kids/021598kidsques.htm to find out!
For more activities and information
about ships and the marine industry,
please visit namepa.net/education.

www.namepa.net Marine Industry Learning Guide 5

 2 TYPES OF SHIPS
IDENTIFYING THE TYPES OF VESSELS AND THEIR USES

GRADE: K-5 VOCABULARY

TIME: 20-45 MIN Bulk – Goods carried in large amounts.
Cargo – goods carried on a ship.
SUMMARY Vessel – A large ship with a hollow container used to carry cargo
Ships are a central component to the marine industry. In this or liquid.
lesson, students will be introduced to the major types of ships Export – To carry goods to another country for sale.
that exist in the marine industry and to the purpose each ship Import – To carry goods from another country for sale.
serves. Students will learn the major exports of different countries Economy – The wealth and resources of a country or region.
around the globe and will understand what is required for a ship
to get these exports to their destinations. MATERIALS
1. “Types of Ships” PowerPoint presentation
OBJECTIVES 2. “Cargo Match” ship cards
Students will: 3. Country exports power point
1. Identify the different types of ships in the marine industry and
the purpose for each. BACKGROUND
2. Recognize cargo types and determine from what country they Ships allow different countries to connect by means of trade. It
might originate. is important for students to understand how these goods are
3. Understand and appreciate that the shipping industry has moved from port to port. Ships are incredible feats of techno-
global impacts, and that items we use every day travel far and logical advancement and each ship is designed for a particular
wide before arriving at their destination. type of cargo. Ninety percent (90%) of goods that humans use
are transported by ships. Ships are also used to transport people.
STEM APPLICATIONS They are used for recreational and commercial fishing, and for
Technology, Engineering, Math scientific research.
There are over one hundred descriptions of ship types, but
NGSS for the sake of this lesson, they have been grouped into twelve
5-PS1-3. Make observations and measurements to identify mate- main types of ships. These are described on the “Types of Ships”
rials based on their properties. PowerPoint used with this lesson. Ships in the marine industry
2-PS1-2. Analyze data obtained from testing different materials include everything from container ships to tugboats! All types are
to determine which materials have the properties that are best important when it comes to keeping the industry moving and
suited for an intended purpose. delivering people and goods safely and on time.
3-5-ETS1-2. Generate and compare multiple possible solutions
to a problem based on how well each is likely to meet the criteria
and constraints of the problem.

6 Marine Industry Learning Guide www.namepa.net

ACTIVITY 4. Extend
Once finished playing “Cargo Match,” show the students the pic-
1. Engage/Elicit ture of the world and the exports that come from each country.
Before starting the “Types of Ships” PowerPoint, ask the students Show the students the different exports and have them guess
questions about the different types of ships that exist. For exam- what type of ship would carry that export.
ple, you might ask them:
1. How many different kinds of ships are there? 5. Evaluate/Wrap-up
2. Which types can you name? Conclude the activity by asking the students the questions
3. What do ships transport? posed at the beginning of the lesson to gauge how their answers
4. What is the difference between exports and imports? changed. How has their understanding of the importance ships
Students should be thinking now about the answers to these grown?
questions. Have them look at items around the classroom to see 1. How many different kinds of ships are there?
where they come from. Many items will have labels stating where 2. Which types can you name?
they were made. How did they get all the way here? 3. What do ships transport?
Remind the students that 90% of everything is transported by
2. Explore ships, and without them, our way of life would be much different.
Go through the “Types of Ships” PowerPoint with the students.
Engage the students by asking if they have ever seen any of the DIVE DEEPER
ships before. The ships most students have experience with are Ever wonder what it is like to live on board a ship that travels far
usually passenger ships (cruise boats and ferries) and tugboats. and wide across the sea? Visit http://www.captainmcd.com/id5.
Both of these ships are important to the industry as well, as ex- html to hear stories from Captain McDonnell who has 30 years of
plained in the slides of the presentation. Encourage the students sailing experience!
to talk about what the ship is used for and why its shape and de- For more design thinking activities or to participate in the Day
sign makes sense for its specific purpose; compare and contrast of Design, visit Jason Learning’s webpage: https://www.jason.org/
ships as you go through the slides. You can find other examples day-of-design.
of ships on the Internet. Some helpful websites include: For more activities and information about ships and the marine
• http://www.shipspotting.com/gallery/categories.php industry, please visit http://www.namepa.net/education.
• http://www.marinetraffic.com/en/photos/of/ships
• http://www.fotoflite.com (under “ship types”) “Cargo Match” ship cards ANSWER KEY:
General Cargo Ship - coal, grains, heavy machinery, cars, elec-
3. Explain tronics, clothing, fruits, oil, LNG, timber, chemicals
After going through the “Types of Ships” PowerPoint, play the Liquid Bulk Tanker - chemicals, oil
"Cargo Match" game. Split students into groups of three. Hand Container ship - coal, grains, cars, electronics, clothing, fruits,
out “ship cards”. Ask the students the questions at the end of Liquid Natural Gas (LNG) tanker - LNG
the PowerPoint. For example: “Which ship would carry people?” Dry Bulk Carrier Ship - coal, grain, timber, electronics, clothing
Students should hold up the picture of the cruise ship. Continue Roll on Roll Off Ship - cars, heavy machinery
until you have gone through the entire list. Cruise Ship - passengers

www.namepa.net Marine Industry Learning Guide 7

 3 PORTS
THE ROLE OF PORTS IN THE MARINE INDUSTRY

GRADE LEVEL: K-5 BACKGROUND

TIME: 20-40 MIN Ports provide areas for ships to dock. The role of each port varies
with regard to what is being transported. Ports vary in size; some
SUMMARY ports are used strictly for cargo ships or cruise ships, while other
A port can be defined as a harbor or an area that provides shelter smaller marinas are used for pleasure boats. Ports are crucial
to numerous boats and vessels, and allows for constant or for the shipping industry because it is where ships can refuel,
periodic transshipment of goods and/or energy. Ports are a vital balance their water tanks, and allow the crew to rest and pre-
part of the marine industry and provide the link between land pare for an upcoming voyage. Additionally, ports are important
and the sea. In this lesson, we will review types of ports and what
roles they play in the shipping industry and communities.

OBJECTIVES
Students will:
1. Identify the different types of ports and their functions.
2. Understand the importance of ports.

STEM APPLICATIONS
Science, Engineering, and Mathematics

NGSS
3-5-ETS1-1. Define a simple design problem reflecting a need or
a want that includes specified criteria for success and constraints
on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions
to a problem based on how well each is likely to meet the criteria
and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are
controlled and failure points are considered to identify aspects of
a model or prototype that can be improved.

VOCABULARY
Port – a harbor or an area that is able to provide shelter to
numerous boats and vessels, and can also allow constant or peri-
odic transshipment of goods and/or energy – a place for loading
and unloading cargo.
Cargo – goods carried on a ship, aircraft, or motor vehicle.
Import – bring (goods or services) into a country from abroad for
sale.
Export – the selling and sending out of goods or services to
other countries.

MATERIALS
1. “Ports” PowerPoint
2. Computers/tablets

8 Marine Industry Learning Guide www.namepa.net

waste facilities for ships since there are strict regulations on waste ACTIVITY
management at sea to ensure marine protection. Due to its close
proximity to sea, ports are an essential link between commerce 1. Engage/Elicit
and marine environment conservation. Ask students “what is a port?” Their answers will vary. When de-
Ports not only provide a valuable resource to the marine in- scribing ports, students may think of ports far away from pictures
dustry, but to the community in which it resides as they provide or movies that they have seen. However, there are active ports in
opportunities for tourism and jobs. Ports not only serve ships, many states such as in Connecticut, Florida, and Texas.
but they are an excellent place for anyone to go bird watching, Ask students to imagine that they were given money to open
kayaking or grabbing a bite to eat. their own port. What type of port would they open? Where
would it be located? What types of ships would dock there?

2. Explore
Go through the “Ports” PowerPoint with students, stopping at
each slide to activate the students’ knowledge of ports they have
seen. You could even bring students to a local port so they can
see first-hand the hustle and bustle of a port!

3. Explain
Have students gather around tablets and/or computes and log
onto Gamesgames.com. Go to the game called “Shiploader.” Have
students use their knowledge to load the ships in the game.
Make sure to make the connections to the ships, the cargo and
what type of port they would/could be at. http://www.games-
games.com/game/ship-loader.

4. Evaluate/Wrap-up
Make sure to make the connections to the ships, the cargo and
what type of port they would/could be at while students are
playing the game.

DIVE DEEPER
For more activities and information about ships and the marine
industry, please visit http://www.namepa.net/education.

MA
TUGRINE

www.namepa.net Marine Industry Learning Guide 9

 4 HISTORY OF MARINE TRANSIT
A TIMELINE OF THE MARINE TRANSIT INDUSTRY

GRADE: 6-8 VOCABULARY

TIME: 30-45 MIN Astrolabe – an instrument formerly used to make astronomical
measurements, typically of the altitudes of celestial bodies, and
SUMMARY in navigation for calculating latitude, before the development
In this lesson students will be given an brief introduction to the of the sextant. In its basic form (known from classical times), it
history of Marine Transit from the Egyptians to present day. consists of a disk with the edge marked in degrees and a pivoted
point
OBJECTIVES
Students will: MATERIALS
1. Learn the history of marine transportation. • History of Maritime Shipping PowerPoint
2. Identify themes that have stood the test of time in the marine • Sticks
industry. • Twine
• Water
STEM APPLICATIONS • Rice, sand, gravel wrapped and tied in plastic wrap
Science, Technology, and Math • Paper template for astrolabe from https://in-the-sky.org/
astrolabe/
NGSS
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model BACKGROUND
to illustrate how the shape of an object helps it function as Every item or product we use has made a journey from
needed to solve a given problem. somewhere, usually with materials exported from all different
K-2-ETS1-3. Analyze data from tests of two objects designed places. Just look at the tags on much of your clothing! While
to solve the same problem to compare the strengths and shipping now transports 90% of the manufactured goods,
weaknesses of how each performs. shipping did not start as the large container ships we see today.
Shipping started with logs that carried small cargos downriver in
ancient civilizations. In this lesson, we will go over a brief history
of maritime shipping through the centuries.

10 Marine Industry Learning Guide www.namepa.net

ACTIVITY 2. Explore
Students will use their knowledge to create a ship by tying sticks
Go through the History of Maritime shipping with students. At together. They will then “float” their “ships” and add cargo (plastic
the end of the PowerPoint there is a video explaining the History wrapped sand, gravel, etc.) While students are testing their “log
of Shipping stop video as necessary to stress points. ships,” the other students will be making their own astrolabe
following the directions at https://in-the-sky.org/astrolabe/.
1. Engage/Elicit
Point out to students that as cargos changed, so did ships that 3. Explain/Evaluate/Wrap-up
carried those cargos. Cargo has shifted from goods such as food Students should understand that the shipping containers we see
and wood for building to metal, steel, plastics, and other com- today started as simple logs that helped carry cargo downriver.
plex materials that are manufactured today. What started as logs The development of ships led to an increase in trade. Eventually,
eventually turned into the large container ships we see today. It modern day shipping was born.
is also important to point out that the Industrial Revolution and
several advancements in technology and manufacturing have DIVE DEEPER
improved the effectiveness of the shipping industry from ancient For more information visit https://in-the-sky.org/astrolabe/. Parts
times. of this lesson were adapted from that website.
For more activities and information about ships and the marine
industry, please visit http://www.namepa.net/education.

The various parts of a

18th century astrolabe,
disassembled made in
North Africa.

www.namepa.net Marine Industry Learning Guide 11

 5 CANALS AND WATERWAYS
THE HISTORY OF CANALS AND WATERWAYS AND THEIR IMPORTANCE IN SHIPPING

GRADE LEVEL: 6-8 MATERIALS

TIME: 45-60 MIN 1. Internet access/projector
2. Map of oceans and canals
SUMMARY 3. 3 Shoe boxes per group
This is a history lesson regarding the impact and the role canals 4. Cardboard
have on the marine industry. Students will learn about canals, 5. Craft glue
how they are constructed, how they work, and their economic 6. Tape
impact on surrounding areas. Using this information, students 7. Empty paper towel rolls
will make a model of the Panama Canal as a class. 8. Markers
9. Scissors
OBJECTIVES 10. Dowel/straws
Students will: 11. Small toy boats
1. Understand the importance of canals in marine trade and their
impact on the surrounding economy. BACKGROUND
2. Conceptualize the engineering behind canals. Canals have been around since the 6th century BC and were
3. Build a model of the Panama Canal as a class team-building an essential component to society in ancient civilizations. They
exercise. allowed the Mesopotamian civilization to link and control the
waters of the Tigris and Euphrates rivers and the ancient Egyp-
STEM APPLICATIONS tians to connect the desert lands with the Nile. The first large-
Technology, Engineering, and Math scale canal that was used specifically for water transport was
spearheaded by Persian Emperor Darius I and linked the Nile
NGSS ALIGNMENT: River to the Red Sea. This created a perfect terminus for the initial
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model construction of the Suez Canal by the Egyptians in 1854. The cur-
to illustrate how the shape of an object helps it function as need- rent Suez Canal fully connects the Mediterranean Sea to the Red
ed to solve a given problem. Sea and officially opened for transport in 1869. Shortly thereafter,
3-5-ETS1-2. Generate and compare multiple possible solutions many different countries and states began to realize the incredi-
to a problem based on how well each is likely to meet the criteria ble importance of canals as they vastly improved transportation
and constraints of the problem. efficiency by reducing costs, voyage distance, and travel time.
Another canal that drastically impacted the shipping industry
VOCABULARY was the Panama Canal. The French began construction on the
Atlantic Ocean – lies between Europe and Africa on the east canal in 1870 on the Isthmus of Panama. However, the project
and North and South America on the west and is divided by the was only half completed due to financial setbacks and diseases
equator into the North Atlantic and the South Atlantic Oceans. brought on by poor sanitation and mosquitoes. Following this,
Canal – a man-made waterway that allows for the passage of the United States signed treaties with Great Britain, Colombia,
vessels inland. and Panama to rebuild and complete the canal. Building start-
Canal Locks – devices used for lowering or raising vessels be- ed in 1907 and was completed in 1914 at a cost of nearly $345
tween stretches of water of different levels on canal waterways. million at the time.
Dredging – clearing or carving out a path with a dredge by Since completion, the Panama Canal has allowed ships to
scooping out mud and weeds. maneuver across Panama instead of traveling the 12,000 miles
Gatun Lake – a large man-made lake which 20 miles of the around Cape Horn in South America. Each ship must pay a toll
48-mile-long Panama Canal passes through. to use the canal, which has generated a significant amount
Isthmus of Panama – a narrow strip of the land of Panama with of revenue for Panama, a net income of over 1 billion dollars
sea on either side, forming a link between two larger areas of annually according to the Panama Canal Authority. The canal has
land. also been vital to the development of the global economy as it
Pacific Ocean – the largest ocean in the world, the Pacific Ocean substantially lessened voyage distance and time and thus has al-
separates Asia and Australia on the west from North America and lowed the export and import of goods to become less expensive
South America on the east. and for goods to reach their destinations more quickly.
Another noteworthy canal is the Erie Canal, the longest artifi-
cial waterway and largest public works project in North America
after its completion in 1825. The canal runs from Albany to Buffa-

12 Marine Industry Learning Guide www.namepa.net

lo, and helped New York to expand its commerce, trade, immigra- oped a partnership to construct a fish ladder next to the set of
tion, and recreational opportunities. The Erie Canal is impressive locks and dams. This fish ladder allows anadromous, or fish that
in that it traverses several environments including rocky cliffs and migrate upriver from salt water to spawn, a way to cross the locks
swamps. In 2000, the U.S Congress established the Erie Canalway and reproduce while also ensuring boats and cargo can make it
National Heritage Corridor, as this canal helped to flow social up and down the Cape Fear River. Read more here: http://portal.
reform ideas, languages, and religions through the state. The Erie ncdenr.org/web/mf/cf-120512-cape-fear-river
Canal is now managed by the National Park Service to preserve Some possible questions to ask students might be:
its historical significance. • What is a canal and how does it work?
• Why are canals important to the global economy?
ACTIVITY • What benefits do canals give to the country that owns it?
• What might happen if canals were not invented?
1. Engage/Elicit
Before beginning the activity, recap the history of canals and
3. Explain
what they are used for. Go over some of the vocabulary words
Once they understand what the canal looks like and how it
with your students and talk about how canals are such an im-
works, students will break into groups of no more than 4 and use
portant economic factor.
the materials to design their own lock. Students must make sure
Watch Panama Canal Video
they design how the water will enter and exit the lock and how a
http://www.history.com/topics/panama-canal/videos/pana-
boat will pass through the canal.
ma-canal-locks
4. Evaluate/Wrap-up
2. Explore
Students will then present their design to the class explaining
To begin the activity, visit the Panama Canal homepage at:
why they chose the setup that they did and how well it works.
http://www.pancanal.com/eng/general/howitworks/
Play the multimedia videos on how Panama Canal works.
DIVE DEEPER
Discuss how there are canals and locks all over the world that aid
For more information, visit the Panama Canal Website at: http://
people from getting from one body of water to another. Review
pancanal.com/.
the following website for canals around the world:
Local to the New York area? You can visit the Erie Canal, as it is
http://www.sip.ie/sip070/World%20Canals.html
preserved by the National Park Service. For more information, visit
There are locks as close to us as New York. Visit the following
https://eriecanalway.org/learn/history-culture. Or, check out this
website to show the canals in New York:
video on the building of the historical Erie Canal: https://www.
http://www.canalny.com/canal-sections
history.com/shows/america-the-story-of-us/videos/building-the-
Review and discuss the reasons for canals. Canals have also de-
erie-canal.
veloped ways to ensure the natural environment is not hindered
For more activities and information about the marine industry,
by the construction of canals. For example, a set of locks in North
please visit: http://www.namepa.net/education.
Carolina managed by the US Army Corps of Engineers has devel-

www.namepa.net Marine Industry Learning Guide 13

 6 SHIPPING AND ITS ROLE IN
GLOBAL SOCIETY
HOW A SHIP TRANSPORTS CARGO TO ITS DESTINATION

GRADE LEVEL: 6-8 Charterer – the person or company who rents the ship from
TIME: 30-45 MIN the ship owner. In most cases the charterer is the person who
owns the goods that need to be shipped. The charterer is often a
SUMMARY producer who ships goods to the consumer but sometimes the
In this lesson, students will experience all the steps that it takes to charterer is a consumer who prefers to load from the producer’s
ship cargo from one place to another. They will simulate trading port of origin and ship the goods themselves.
goods between countries and discover how many different roles Shipbroker – acts as mediator between the ship owner and the
are necessary to ensure the proper procedures are followed in charterer of the goods to be shipped. A shipbroker may help a
the shipping industry. They will explore the roles of the producer charterer find the most suitable ship for their cargo or help an
of goods, the consumer of goods, the shippers, and the charter- owner find the most suitable cargo for their ship.
ers in between. Bill of lading – the legal documentation between the cargo
owner and ship owner that details the type, amount, and des-
OBJECTIVES tination of the cargo. This document also serves as a receipt of
Students will: shipment when the goods have finally reached their specified
1. Discover the differences in the roles of producer, consumer, destination.
ship charterer, ship owner, and shipbroker in the marine industry
by role-playing scenarios. MATERIALS
2. Conceptualize how goods are tracked while being shipped to 1. Paper
ensure that the goods arrive safely and on time. 2. Pencils
3. Explore different career opportunities in the shipping industry. 3. Calculator
4. Simulation work sheet handout
STEM APPLICATIONS 5. Computer access
Technology and Mathematics
BACKGROUND
NGSS ALIGNMENT: Since resources around the world are not evenly distributed,
3-5-ETS1-1. Define a simple design problem reflecting a need or countries rely on one another to trade for the goods they need.
a want that includes specified criteria for success and constraints Producers of these resources need to ship them to consumers
on materials, time, or cost. who can sometimes be thousands of miles away. For example,
3-5-ETS1-2. Generate and compare multiple possible solutions coffee is one of the most consumed beverages in the United
to a problem based on how well each is likely to meet the criteria States with a retail value of over $5 billion. Most of this coffee
and constraints of the problem. is imported from Brazil, Vietnam, and Columbia by means of
shipping.
VOCABULARY Shipping is the most efficient way to transport goods to where
Chartering – the act of “renting” a ship from a vessel owner to they need to be at the cheapest price. Producers or consumers
ship goods. of these goods may hire a broker to help find a ship to transport
Commodity value – the price the good will fetch in the market their products under the terms of what is called a charter party.
at optimal use conditions. There are many different types based on the distance the ship is
Charter party – the contract between the ship-owner and the going, days it is going to be out at sea, type and amount of cargo
charterer for the use of the vessel. There are many different types on board. All of the cargo is tracked and recorded by the bill of
of charter parties that all have different durations and agree- lading. It is a charterer and shipbroker’s job to find the supplier
ments. of the cheapest and most efficient way to ship the resources to
Freight – goods transported by truck, train, ship or aircraft. their consumer.
Ship owner – a person or company who owns a ship and allows
it to be chartered to ship goods from one point to another.

14 Marine Industry Learning Guide www.namepa.net

ACTIVITY the simulation so they all get a chance to experience making
decisions!
1. Engage/Elicit
Ask students to create a skit based on the different roles in the
To begin the lesson, start by defining the vocabulary with your
shipping industry and how they relate to one another.
students and discuss what they think the role of each would be
Ask students to imagine that they were given 1 million dollars
in the shipping industry. For a larger group, this could be done
to start their own shipping business. What and how would they
by creating a matching puzzle. Each student will receive a card
ship? What would they spend their money on?
with a definition or a vocabulary word, cut the pieces of paper to
match with the respective term. Allow the students to find their
3. Explain
match amongst the room.
During the simulation, go around and ask students what the
The marine industry is not all about shipping out to sea; it has a
decisions of each role have on the effect of the overall cost of the
lot of opportunities shore-side that many students do not realize!
journey. For example, discuss insurance.
Once they have done some independent research on each term,
break up the students into groups of four so that each group
4. Evaluate/Wrap-up
contains the following roles: the charterer (producer of goods),
To finish this activity, have the groups present on the different
the consumer, the shipbroker, and the ship owner.
scenarios. Ask them what the hardest part of the activity was or
what the hardest decision-making role was.
2. Explore
Show students the following video, https://www.youtube.com/
watch?v=IDmLEFDDd-c to make connections with the vocabu-
DIVE DEEPER
If you have students who are really interested in learning more
lary terms.
about these types of careers, direct them to http://www.ics.org.
Have each student pick a simulation card and attempt to go
uk to see how they can learn more about the shipbroking indus-
through the process of how goods are transported from one
try.[need more than this]
place to another.
For more activities and information about the marine industry,
Students should rotate through roles every time they finish
please visit http://www.namepa.net/education.

www.namepa.net Marine Industry Learning Guide 15

 7 NAUTICAL CHARTS AND GPS
THE IMPORTANCE OF NAVIGATIONAL TOOLS IN THE MARINE INDUSTRY

GRADE LEVEL: 9-12 VOCABULARY

TIME: 45-60 MIN Aid to navigation – any landmark or man-made structure that
helps the pilot or captain to navigate the water; including buoys,
SUMMARY lighthouses, fog signals, or day beacons.
This is an introductory lesson to the importance of navigation in Electronic Chart Display and Information System (ECDIS) –
the marine industry. It will cover the use of nautical charts, chart electronic version of a nautical chart commonly found in modern
symbols, and the importance and uses of Global Positioning day ships.
System (GPS). Students will be able to identify basic symbols on Global Positioning System (GPS) – a network of at least 24
nautical charts. A lesson extension is possible if GPS receivers are operational satellites that orbit the Earth and send signals to GPS
available for learning use. Using these, students can engage in a receivers in order to determine the receiver’s location, speed, and
GPS scavenger hunt and navigate an area outdoors! direction travelling (heading) anywhere in the world.
Latitude – imaginary lines that are drawn on maps to help locate
OBJECTIVES the precise coordinates of objects. Latitude runs as circles parallel
Students will: to the equator and measures the distance between the equator
• Understand the importance of nautical charts and how they (0 degrees) to the North and South poles (90 degrees south or
play a significant role in the movement of ships. north).
• Recognize basic nautical chart symbols and identify their mean- Longitude – imaginary lines that are drawn on maps to help lo-
ing relating to the “rules of the road.” cate the precise coordinates of objects. Longitude measures from
• Understand what GPS is, how it works, and its role in the marine east-west and are known as “meridians.” The prime meridian (0
industry. degrees) is located in Greenwich, England. Locations east to the
• Experiment with GPS units and coordinates. prime meridian are labeled as degrees east while locations west
to it are labeled as degrees west.
STEM APPLICATIONS Nautical charts – tool mariners use in order to maneuver safely
Technology and Math around harbors, shores, and the open ocean. They depict the
dangers to navigation, buoy locations, and water depths of a
NGSS ALIGNMENT: specified area. They are often electronic.
PS3.A: Definitions of Energy: Energy, in the form of radio or
sound waves, depends on the motion and interactions of the MATERIALS
matter and radiation within the system is it is passing through. • “Navy Nautical Chart” video https://www.youtube.com/
Students will learn about radio waves as forms of mechanical watch?v=bL4jWde4GQI
energy and how they travel. • “GPS” video https://www.youtube.com/watch?v=4WMXW3o-
PS4.A: Waves and their applications in technologies for infor- paw
mation transfer: The wavelength and frequency of a wave are • Papers and pencil for each student to answer questions and
related to one another by the speed of travel of the wave and the take notes
medium through which it is passing. Students will learn that they • “Nautical Symbols” cheat sheets
correlate to how GPS radio signals travel. • 6-7 hand-held GPS trackers (if available for optional extension)
PS4.C: Multiple technologies, based on the understanding of • “GPS Scavenger Hunt” sheet (if doing extension; under hand-
waves and their interactions with matter, are a part of everyday outs)
experiences in the modern world. Students will apply this con-
cept in their explanation of how GPS satellites communicate and BACKGROUND
how this affects end usability in everyday life. While ships have been around for thousands of years, ma-
ETS1.A Engineering Design: Students will be able to demon- neuvering them safely on the water is still a challenge to this
strate the design criteria required for GPS units to function and day. Nautical charts have been a crucial tool to guide ships for
the constraints on successful GPS signals and accuracy. mariners of all types, whether they are recreational boaters,
ETS2.B Links Among Engineering, Technology, Science and Soci- large tanker captains, or pilots in harbors. Charts are paper or
ety: Using knowledge of the technology of GPS, students should electronic representations of an area that indicate land, water
be able to correlate how widespread adoption of this technology depth, shipping lanes, dangers, and guides to navigation. They
affects society and the environment, especially in regards to assist the navigator in arriving to their destination in a particular
changing climate. area safely and easily. The phrase “chart your course” references

16 Marine Industry Learning Guide www.namepa.net

plotting a designated course upon a nautical chart so the captain ACTIVITY
knows where he/she is guiding the vessel. Charts were originally
drawn on sheepskin, but have been printed on paper for many 1. Engage/Elicit
generations. Most modern ships have electronic charts that make To start this lesson, begin to engage your students by having
navigation much easier. This is called Electronic Chart Display and them answer the following questions on a piece of paper:
Information System (ECDIS). • What are nautical charts?
ECDIS works in conjunction with the Global Positional System • What are they used for and who uses them?
(GPS) to track ships and update their surroundings onboard. GPS • What does GPS stand for?
was declared fully operational in 1995 by the United States De- • How does GPS work and what does it tell us?
partment of Defense. Today, there are thirty-two fully operational Have each student pass in their responses and compare their
satellites that make up the GPS network. GPS works so efficiently answers after the lesson by having them answer the same ques-
because it utilizes satellite triangulation to pinpoint the ship’s tions again.
location, speed, and direction any time of the day in any weather.
When a GPS receiver sends out a microwave signal, three of the 2. Explore
closest satellites pick up the signal and bounce the signal back to Show the “Nautical Charts” video https://www.youtube.com/
it, giving the receiver’s location on Earth based on longitude and watch?v=bL4jWde4GQI
latitude. A fourth satellite is used to confirm the coordinates to Show the “GPS” video https://www.youtube.com/watch?v=4W-
ensure an accurate and precise reading. MXW3opaw0
GPS systems have drastically changed the way the world
operates, especially as it pertains to the marine industry. It has 3. Explain
increased the safety, efficiency, and speed of shipping. GPS is not After the presentation, showing both videos, have the students
only used for positioning, but it is also used for underwater sur- compare and contrast nautical charts to GPS. This could be done
veying as well. This has helped us to develop our understanding by allowing the students to perform skits to highlight the differ-
of the oceans we are sailing upon. ences. What are the advantages of each? Disadvantages? Which
do they personally provide and why? What might happen if GPS
did not work? How would mariners and navigators know how to
get to where they need to be? They would have to rely entirely
on paper charts and continuously update them to account for
changing environments and new dangers.
Ask students to create a chart or paper map to go from their
house to the grocery store, park, or another spot in town. Or, ask
students to create a chart for another student to find a certain
spot in the school. What would they add to the map? What infor-
mation would be helpful for somebody reading?
Ask students to locate certain points on a paper map by giving
them latitude and longitude. This will help students conceptualize
the differences and how it aids in navigation. Add squares to the
paper map. Label the middle line zero degrees. Each line to the
left of zero, count downwards by tens (10, 20, -30…) and add W
for west. Do the same towards the right but count upwards (10,
20, 30…) and add E for east. Going up and down, find the middle
line and label that zero as well. Going upwards, count up by tens
(10, 20, 30…) and add N for north. Going down, count downwards
by tens (10, 20, 30…) and add S for south. Have the students label
a point on the chart where two lines intersect and label it with a
number with E/W first followed by a number with N/S.

www.namepa.net Marine Industry Learning Guide 17

 EXTENSION
If you have access to GPS receivers and time allows, playing a GPS 4. Evaluate/Wrap-up
scavenger hunt is a great way to give your students real-world If you were able to do the extension, have the students pass
experience utilizing GPS outside of the classroom! Pre-planning in their scavenger hunt papers to grade. Go over the nautical
is required, as it involves exploring the outside area around your symbols matching sheets to discover how well they did! Now
school/teaching facility and picking objects coordinates to use have them answer the questions you asked them in the begin-
for the scavenger hunt. Having an aid or assistant to keep an eye ning of the lesson again and pass back their answers to compare.
on the students while they are outside is also recommended. Do they understand the importance of nautical charts and GPS
To prepare: better than they did before? If they did the GPS scavenger hunt,
• Ensure you have access to a large, easy-to-supervise area have them discuss the hardest part about the activity and why.
for the students to explore and discover objects based on What did they like most?
latitude and longitudes coordinates and a description of the
object they are to find in the area. DIVE DEEPER
• Pick the coordinates of easy-to-identify objects to use in the Want your students to gain more experience with or learn more
hunt (i.e. a large rock, a statue, a tree, etc.). chart symbols? Are they curious to see other nautical charts?
• Record the objects’ latitude and longitude coordinates using Visit the Office of Coast Survey through the National Oceanic
your own GPS receiver. and Atmospheric Administration at www.nauticalcharts.noaa.
• Create a profile of each object for the students to identify gov to explore their publications and view their “U.S. Chart No. 1:
(example: the object is a tree – “I am tall with deep roots and I Symbols, Abbreviations and Terms used on Paper and Electronic
breathe too.”) Navigational Charts” PDF download!
• Record all of the coordinates and profiles for each object Show students the geocaching.com website. This website
and print out the information to pass out to each group of is a real-life GPS treasure hunt, with various geocaches hidden
students. throughout the world. It is free to sign up, and students can
Once the students have broken up into groups (small groups search for geocaches from their smart phone. It is a really cool
of 2-3 are preferred, but it depends on how many GPS receivers way to engage in geospatial technologies and get outside!
you have available) and each have their own GPS receiver, briefly GIS (Geographic Information Systems) is an example of how
show them how to read the latitude and longitude coordinates nautical charts have combined with GPS. These online maps
on the GPS. Once they are all ready, head outside and begin the incorporate various data layers to solve environmental problems.
scavenger hunt! Make sure to keep supervision of the groups as Search for GIS maps that pertain to your state or community and
they are outside. explore!
For more activities and information about the marine industry,
please visit http://www.namepa.net/education.

18 Marine Industry Learning Guide www.namepa.net

 8 MARITIME REGULATIONS
THE REGULATIONS THAT SAFEGUARD OUR WATERS

GRADE LEVEL: 9-12 BACKGROUND

TIME: 30-40 MIN Oceans, lakes, and rivers are the cradle of life on our planet. With-
out them, no life on earth would exist. Unfortunately, the world’s
SUMMARY oceans, lakes, and rivers have been seriously endangered by the
This lesson is focused maritime on regulations. The shipping actions of humans. Marine pollution comes in many forms such
industry is principally regulated by the International Maritime as oil, noxious liquids substances, sewage, debris (plastic items
Organization (IMO), which is the United Nations agency respon- – bags, bottles, utensils, straws, cardboard, glass bottles, metals,
sible for the safety of life at sea and the protection of the marine wood and more) and air pollution. While some environmental
environment. MARPOL is a set of regulations that are designed to controls and regulations have been implemented, they have
prevent pollution of the marine environment by ships. MARPOL generally been inadequate in protecting marine environments.
has 6 Annexes that cover different types of pollution. For the Pollution control is a multi-faceted issue which impacts hu-
purposes of this lesson we will focus on Annexes I, II, IV, V, & VI. mans, plants, and animals alike. It is very difficult to implement
Students will learn and understand each annex. strict pollution control laws across the vast ocean. Plastics in the
ocean continue to endanger marine food webs, the release of
OBJECTIVES harmful chemicals into the atmosphere continue to accelerate
Students will: climate change, and the release of oil into waters continue to
• Understand MARPOL and its mission. harm wildlife. For these reasons, new and special efforts are need-
• Identify and describe Annex’s I, II, IV, V, & VI. ed to remove these threats and Save Our Seas.
• Engage in discussion about why these regulations are neces- To assist in these efforts, MARPOL (International Convention for
sary. Prevention of Pollution from Ships) was developed and imple-
mented. MARPOL is an agreement, or convention, written by
STEM APPLICATIONS the members of the International Maritime Organization (IMO)
Science and Mathematics to control pollution from ships. In the PowerPoint, you can learn
more about MARPOL Regulations and how we can prevent ma-
NGSS ALIGNMENT: rine pollution and Save Our Seas. Each annex covers a different
3-5-ETS1-1. Define a simple design problem reflecting a need or type of pollution.
a want that includes specified criteria for success and constraints Note: The regulations are written. Do not read the slides as
on materials, time, or cost. much as have them generate discussion about the problem.
3-5-ETS1-2. Generate and compare multiple possible solutions to
a problem based on how well each is likely to meet the criteria
and constraints of the problem.

VOCABULARY
International Convention for the Prevention of Pollution from
Ships, 1973/1978 (MARPOL) – the main international convention
covering prevention of pollution of the marine environment
by ships from operational or accidental causes, such as from
oil spills, hazardous materials, chemicals, garbage, sewage, and
atmospheric emissions.

MATERIALS
• “MARPOL Annex” PowerPoint
• Glass jar
• Distilled water
• Oil
• Blue food coloring
• Rubber bath tub toys (fish, whales, marine life)

www.namepa.net Marine Industry Learning Guide 19

 ACTIVITY and it takes a long time for all of the oil to be removed from the
Oil Pollution Activity ocean.
Fill jar with distilled water and add blue food coloring. Mix food Many of the most harmful spills/leaks are due to human error
coloring and water until well blended. Make sure to point out to or carelessness. These occurrences are toxic to marine life and
students how easily the water and food coloring mix. Then add can cause widespread damage to shorelines and beyond. The
the oil. Point out how the oil and water do not mix and the oil MARPOL Annexes are one way to help prevent these disasters.
“floats” on the water. The oil does not mix well with the water be- People, like you and me, need to take responsibility and take
cause the water molecules are attracted to each other more than action to be sure we prevent further pollution to the marine
they are to the molecule of the oil. No matter how much you stir environment.
water and oil will not mix. Make a connection to how oil would
look on the ocean. Add the bathtub toys avoiding the oil. Mix the DIVE DEEPER
water to imitate waves. Show students the following video that highlights how oil
What happens to the bath tub toys? The oil easily covers the spills are cleaned by professionals: https://www.youtube.com/
toys, especially when you mixed the water. Imagine what would watch?v=3DbSlAg3F3A.
happen in a real ocean with real waves and real animals. The For a more detailed description of the International Maritime
animals are almost instantly covered with the oil, which causes Organization (IMO) and their role in maritime policy, see page
great harm. 27 - The Regulation of the International Shipping Industry: A
Comprehensive Background.
ENGAGE/ELICIT: For more activities and information about the marine industry
Large oil spills have been mitigated to a great extent with newer and a NGSS-aligned Educator’s Guide to Marine Debris, please
regulations in the shipping industry. Oil spill clean ups are costly visit http://www.namepa.net/education.

20 Marine Industry Learning Guide www.namepa.net

 9 CAREERS IN THE MARITIME INDUSTRY
CAREER PATHS IN THE MARINE INDUSTRY

GRADE LEVEL: 8-12 ACTIVITY

TIME: 30-45 MIN
1. Engage/Elicit
SUMMARY Walk through the “Careers in the Maritime Industry” PowerPoint
In this lesson, students will be introduced the different careers with students. Encourage discussion of those who may want to
that are part of the maritime industry. Student will learn that these go into the industry and what interests them.
careers are on sea, at ports, off shore, and in corporate settings. Ask students to draft a plan of action or flowchart to get to their
desired career. Will they attend college? If so, where? What major
OBJECTIVES will they study? Will they try to get at-sea experience elsewhere?
Students will: How can they gain experience to put on a resume before apply-
1. Identify the different careers in the maritime industry. ing to jobs?
2. Understand what academic institutions offer programs that Create a word tree or idea pool for careers in the maritime
lead to careers in this industry. industry to show how they connect. For a word tree, start with
“maritime industry” in the middle and ask students for careers or
STEM APPLICATIONS keywords that can branch from that. Facilitate this discussion as
Science, Engineering, and Mathematics needed.
Ask students to draft an email that they would send to a poten-
VOCABULARY tial employer. How would they market themselves? What interest
Boatswain – a ship's officer in charge of equipment and the crew. them about a maritime career? What related experiences would
Brokerages – an intermediary who helps match ship owners with they highlight?
charterers and writes up the charter party.
Chartering manager – a person who calculates freight rates and 2. Explore
either buys or sells the shipping service. Watch following videos with group. Preview videos so that you
Longshoremen – a person employed in a port to load and un- can tailor the presentations to the interests of the group.
load ships. https://www.youtube.com/watch?v=XHTG80578p4&t=151s
Mate – a deck officer of a merchant ship underneath a master. https://www.youtube.com/watch?v=tlon2JuIqPU
Operations manager – coordinates with the charterers and the https://www.youtube.com/watch?v=dvyXw4Catj4
ship where to load and discharge and where to fuel the ship. https://www.youtube.com/watch?v=fbEb2s634Es
Seaman – a person who works as a sailor, especially one below
the rank of officer. 3. Explain
Steward – a person who looks after the passengers on a ship, Explain to students that if this is a desired career path for them
aircraft, or train and brings them meals. they should look into offerings in their local community or by
starting a NAMEPA chapter.
MATERIALS
• “Careers in Maritime Industry” PowerPoint 4. Evaluate/Wrap-up
• Paper Draft a list of possible career paths and contacts for students to
• Pencils/pen use.
• Whiteboard
DIVE DEEPER
BACKGROUND There are many websites that provide resources and job postings
When people think of careers in the maritime industry, most for careers in the maritime industry, such as: http://www.sname.
automatically think of a life at sea. However, the industry has a org/educationoptions/careersinthemaritimeindustry, https://
vast number of careers that range from the sea to the ports to www.marineinsight.com/careers-2/50-marine-careers-essen-
corporate jobs. Any aspect of the maritime industry requires both tial-guide/, and http://www.mapyourcareer.org/maritime/mari-
at-sea and on-land components to complete a successful voyage. time-careers.html.
Aside from sailors, mates, and captains, there are maritime lawyers, For more activities and information about careers in the marine
educators, doctors, and military personnel. The maritime industry industry, please visit http://www.namepa.net/education
also heavily relies on marine science and environmental conserva-
tion, which offers a wide variety of employment opportunities.

www.namepa.net Marine Industry Learning Guide 21

 ADOPT A SHIP:
CONNECTING YOUR CLASSROOM TO THE MARINE INDUSTRY

What is it?
The “Adopt A Ship” program is a free, useful, sustainable, enjoy-
able and well-developed “tool” that can help begin the process
of increasing students’ “awareness” of seafarers, shipping and the
maritime community, and the critical importance they play in the
quality of life for almost everyone on the planet. This program al-
lows students to connect with the marine industry while learning
geography, culture, marine operations, and communication skills
beyond the words in a textbook. By promoting awareness of the
maritime industry in youth, this program can encourage students
to pursue a maritime career.
The “Adopt a Ship” Program was initiated by the Cyprus Ship-
ping Chamber, (CSC), and the Cyprus Maritime Environmental
Protection Association, (CYMEPA), in 2006 to bring together the
Elementary Schools and Seafarers on board ships operated by
CSC Members. The program expanded into the Philippines, Po-
land, India and Greece in 2017. More than 70 ships now partici-
pate in the Cyprus program. More than 30 ships are participating
in the Poland program. More than 4,500 children participated in
Manila in 2018. To learn more about the program and download
a program flyer, please visit http://csc-cy.org/adopt-a-ship-pro-
gramme/ or connect on Facebook: “Adopt A Ship International.”

How does it work?

Versions of the Adopt A Ship program vary from country to coun-
try. The basic program consists of:
1. A senior officer (usually the Captain) onboard a ship ex-
changing a short email message with a school classroom or an
orphanage/shelter/hostel once a week. This communication
focuses on life on board, cargo, trade patterns, geography,
weather, and more.
2. The children are given a 4 x 6 foot world map with sea lanes
that they use to track the movement of that ship.

Schools have the option to expand upon this basic program by

implementing tests, scheduling in-person visits with the seafar-
ers and captains either in school or at a designated industry site
(where possible near a major port), utilizing Skype for video call-
ing, and awarding certificates upon completion of the program.

For more information on how to get your school or organization

involved, please contact Nina Quaratella at n.quaratella@namepa.
net.

22 Marine Industry Learning Guide www.namepa.net

 AN OVERVIEW OF REGULATIONS RELATING TO THE
INTERNATIONAL SHIPPING INDUSTRY
THE FIRST KNOWN FLOATING VESSELS date back to 10,000 vention (aiming to ensure the safe and environmentally sound
BC. These were much more basic craft than the vessels we think recycling of ships) and Convention on the Prevention of Marine
of today. The Egyptians and started designing ships for trade Pollution by Dumping and Wastes and Other Matter (more com-
and transport around 3,000 BC, and maritime law was needed. monly known as the London Convention) and its subsequent
Maritime law, sometimes called Admiralty law, is a distinct body protocol, the London Protocol.
of law that regulates commerce and navigation on the seas The IMO also designates vulnerable areas in need of special
and navigable waters. The first known reference to maritime protection due to their ecological, socio-economic value or due
law dates all the way back to the 8th century BC in the Code of to scientific reasons as Particularly Sensitive Sea Areas (PSSAs).
Hammurabi. Over the years, maritime law has developed about Examples of areas that have been designated as PSSAs include
as much as those first rudimentary floating vessels of 10,000 BC The Great Barrier Reef of Australia, the Galapagos Islands of
have evolved into giant container ships more than three football Ecuador, and the Papahānaumokuākea Marine National Monu-
fields in length today. ment of the United States.
Today, much of the maritime industry is regulated by the As you can see, there are many regulations governing the
International Maritime Organization (IMO), a specialized body behavior of those engaged in commerce on the seas. These reg-
of the United Nations tasked with the safety and security of ulations are designed to ensure that shipping remains a safe and
shipping and the prevention of marine pollution by ships. efficient means of moving cargo between ports. While the IMO
Consisting of 171 Member States, three Associate Members as is the main regulatory body, IMO conventions must be accepted
well as numerous non-governmental organizations (NGOs) and and implemented by Member States for them to have effect.
inter-governmental organization (IGOs) holding consultative Member States of the IMO may also implement additional and/
status, the IMO works to achieve its mandate by developing or more stringent requirements than those of the IMO. Unifor-
and maintaining a comprehensive regulatory framework for mity, however, is very important in maritime law. As ships move
worldwide shipping. The IMO has approximately 60 legal instru- cargo around the world, those operating the ship and those
ments under its purview, ranging from the Safety of Life as Sea who have interest in the cargo, want to be assured that they are
Convention (SOLAS), 1974, as amended, International Conven- not violating any regulations no matter whose waters they are
tion for the Prevention of Pollution from Ships (MARPOL), 1973, transiting through.
as modified by the Protocol of 1978 relating thereto and by Complying with regulations generally keep those working
the Protocol of 1997, the International Convention on Salvage on-board vessels very busy. For example, mates stand watch
(SALVAGE), 1989, and the International Convention on Standards on the bridge steering the ship and ensuring the ship is going
of Training, Certification and Watchkeeping for Seafarers, 1978, the correct speed through a PSSA or check the expiration dates
(STCW), among many others. on fire extinguishers to ensure that they are in proper working
Of the approximately 60 treaty instruments of the IMO, 21 are order and any fire would be quickly prevented from becoming
directly environment-related. The Marine Enforcement Division, a larger incident. Just as important to the maritime industry are
under the purview of the MEPC, is the IMO's senior technical those that work on the land-side whether it be at ports, ensur-
body on marine pollution-related matters, referred to as MAR- ing ships reach their berth safely, the cargo is unloaded/loaded
POL (a contraction of MARine POLlution). Along with MARPOL, safely and the ships quickly continue on their journey; those
the Division oversees the Ballast Water Management Conven- involved in the financing, chartering and the crewing of vessels;
tion (designed to prevent against the spread of harmful aquatic and the certification societies that ensure ships are seaworthy
organisms carried in ships' ballast water), the Hong Kong Con- (reasonably fit) for their intended voyage.

www.namepa.net Marine Industry Learning Guide 23

 GENERAL CARGO SHIP LIQUID BULK TANKER

LIQUEFIED NATURAL GAS

DRY BULK CARRIER SHIP
(LNG) TANKER

CRUISE SHIP CONTAINER SHIP

ROLL-ON ROLL-OFF
(RORO) SHIP TIMBER

CARS LIQUID CHEMICALS

 CLOTHING GRAINS

LIQUEFIED NATURAL GAS (LNG) COAL

ELECTRONICS OIL

PASSENGERS FRUITS

HEAVY MACHINERY IRON ORE

 GLOSSARY
Aid to navigation – any landmark or man-made structure that Commodity value – the price the good will fetch in the market at
helps the pilot or captain to navigate the water; including buoys, optimal use conditions.
lighthouses, fog signals, or day beacons. Dredging – clearing or carving out a path with a dredge by
Anchor – large hook attached to the ship which is cast over- scooping out mud and weeds.
board and digs into the sea bed to keep the ship from moving. Economy – the wealth and resources of a country or region.
Astrolabe – an instrument formerly used to make astronomical Electronic Chart Display and Information System (ECDIS) –
measurements, typically of the altitudes of celestial bodies, and in electronic version of a nautical chart commonly found in modern
navigation for calculating latitude, before the development of the day boats.
sextant. In its basic form (known from classical times), it consists
of a disk with the edge marked in degrees and a pivoted point. Export – to carry goods to another country for sale.
Atlantic Ocean – lies between Europe and Africa on the east Fore and aft – from the bow to the stern; fore is towards the front;
and North and South America on the west and is divided by the aft is towards the back.
equator into the North Atlantic and the South Atlantic Oceans. Freight – goods transported by truck, train, ship or aircraft.
Bill of lading – the legal documentation between the cargo Gatun Lake – a large man-made lake which 20 miles of the
owner and ship owner that details the type, amount, and des- 48-mile-long Panama Canal passes through.
tination of the cargo. This document also serves as a receipt of
Global Positioning System (GPS) – a network of at least 24
shipment when the goods have finally reached their specified
operational satellites that orbit the Earth and send signals to GPS
destination.
receivers in order to determine the receiver’s location, speed, and
Boatswain – a ship's officer in charge of equipment and the direction travelling (heading) anywhere in the world.
crew.
Hull – the main body of the boat.
Bow – the front of the vessel.
Import – to carry goods from another country for sale.
Bowsprit – spar attached at an angle to the bow of a ship, used
International Convention for the Prevention of Pollution from
to hold jibs.
Ships, 1973/1978 (MARPOL) – the main international conven-
Brokerages – an intermediary who helps match ship owners tion covering prevention of pollution of the marine environment
with charterers and writes up the charter party. by ships from operational or accidental causes, such as from oil
Bulk – goods carried in large amounts. spills, hazardous materials, chemicals, garbage, sewage, and atmo-
spheric emissions.
Buoyancy – the ability of an object to float in a liquid.
Isthmus of Panama – a narrow strip of the land of Panama with
Canal – a man-made waterway that allows for the passage of sea on either side, forming a link between two larger areas of land.
vessels inland.
Keel – the timber at the very bottom of the hull that runs from the
Canal Locks – devices used for lowering or raising vessels be- bow to the stern; often called the ships “backbone.”
tween stretches of water of different levels on canal waterways.
Latitude – imaginary lines that are drawn on maps to help locate
Cargo – goods carried on a ship. the precise coordinates of objects. Latitude runs as circles parallel
Chartering manager – a person who calculates freight rates and to the equator and measures the distance between the equator
either buys or sells the shipping service. (0 degrees) to the North and South poles (90 degrees south or
Charterer – the person or company who rents the ship from north).
the ship owner. In most cases the charterer is the person who Line – a sailor’s word for a rope.
owns the goods that need to be shipped. The charterer is often a Longitude – imaginary lines that are drawn on maps to help
producer who ships goods to the consumer but sometimes the locate the precise coordinates of objects. Longitude measures
charterer is a consumer who prefers to load from the producer’s from east-west and are known as “meridians.” The prime meridian
port of origin and ship the goods themselves. (0 degrees) is located in Greenwich, England. Locations east to the
Chartering – the act of “renting” a ship from a vessel owner to prime meridian are labeled as degrees east while locations west to
ship goods. it are labeled as degrees west.
Charter party – the contract between the ship-owner and the Longshoremen – a person employed in a port to load and un-
charterer for the use of the vessel. There are many different types of load ships.
charter parties that all have different durations and agreements.

26 Marine Industry Learning Guide www.namepa.net

Mast – a large wooden spar used to hold up other spars and Top sails – the next level of sails above the main sails.
rigging. Topgallant – (pronounced t’gallant) the third sail or set of sails
Nautical charts – tool mariners use in order to maneuver safely from the bottom, above the topsail.
around harbors, shores, and the open ocean. They depict the Royal sails – the sails at the very top of the masts.
dangers to navigation, buoy locations, and water depths of a
specified area. Seaman – a person who works as a sailor, especially one below
the rank of officer.
Mate – a deck officer of a merchant ship underneath a master.
Shipbroker – acts as mediator between the ship owner and the
Operations manager – coordinates with the charterers and the charterer of the goods to be shipped. A shipbroker may help a
ship where to load and discharge and where to fuel the ship. charterer find the most suitable ship for their cargo or help an
Pacific Ocean – the largest ocean in the world, the Pacific Ocean owner find the most suitable cargo for their ship.
separates Asia and Australia on the west from North America and Ship owner – a person or company who owns a ship and allows
South America on the east. it to be chartered to ship goods from one point to another.
Port – the left side of the ship when facing the bow. Spanker – the biggest sail at the stern of the ship.
Port – a harbor or an area that is able to provide shelter to Shrouds – heavy lines which hold up the masts from the sides of
numerous boats and vessels, and can also allow constant or peri- the vessel.
odic transaction of shipment – a place for loading and unloading
cargo. Starboard – the right side of the vessel when facing the bow.
Rigging – the lines that support the masts and move the sails. Stern – the back of the ship.
Rudder – a blade attached under the stern used for steering. Steward – a person who looks after the passengers on a ship,
aircraft, or train and brings them meals.
Sails – types of:
Spar – long pieces of wood used to support the sails and rigging.
Jibs – triangular sails at the front of the ship; attached to the The bowsprit, masts, and yards are all spars.
bowsprit.
Trade – the action of buying and selling goods and services.
Square sails – rectangular sails that are placed square or per-
pendicular to the keel. Vessel – a large ship with a hollow container used to carry a
cargo or liquid.
Main sails – the lowest sails.
Yards – horizontal spars that hold square sails

www.namepa.net Marine Industry Learning Guide 27

 UR S
EAS
SAVE O
MARINE INDUSTRY LEARNING GUIDE

ACKNOWLEDGMENTS: DISCLAIMER
This learning guide alludes to web pages or other resources
Project Manager: Nina Quaratella, NAMEPA that are not apart of the NAMEPA family. These sites are not
under NAMEPA control, and NAMEPA is not responsible for the
Primary Writers: Leah Burns, Patty Zito, information or other links found there. The presence of these
Nina Quaratella, Megan Laurie, NAMEPA links is not to imply endorsement of these sites, but to provide
additional relevant information from sites that are managed by
Editors: Nina Quaratella, Lyn Harris, other organizations, companies or individuals.
Gail Nicholas, NAMEPA
© 2018
Cover and Back Page art by Casey Clifford
View this publication online at www.namepa.net/education or
For questions concerning this learning www.namepajr.net.
guide, please contact Nina Quaratella at
n.quaratella@namepa.net.