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<v ->Welcome everyone,</v>

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to our National Marine Sanctuaries Webinar Series.

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So we're so pleased to have you joining us today,

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as part of this distance learning program.

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And it's hosted by our

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NOAA Office of National Marine Sanctuaries.

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And we find that this is a great way

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for us to connect with educators

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and other interested people,

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to provide you with some educational

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and scientific expertise, as well as educational materials

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and training, to support ocean and climate literacy,

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with your different audiences.

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So with that, I wanted to let you know

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that all attendees will be in listen only mode,

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during today's presentation.

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You have an opportunity to ask questions or provide feedback

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or comments, in the, GoToWebinar control panel.

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If you're having any audio

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or other types of technical issues,

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please put 'em in there.

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And after the introduction,

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I'm happy to help you as best as I can.

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With that, after our presentation, we'll be doing a Q and A.

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And I'll start with introducing myself.

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So my name is Claire Fackler.

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And I am the National Education Liaison

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of the NOAA Office of National Marine Sanctuaries.

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So I wanted to share a little introduction

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to who's hosting this webinar today.

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You're looking at the National Marine Sanctuary System.

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which is like the National Park system

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but these parks are underwater.

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We call 'em National Marine Sanctuaries

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and Marine National Monuments.

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NOAA manages over 620,000

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square miles of ocean and Great Lakes treasures,

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that we're protecting now and for the future.

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So each of the white dots on the map

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represent a national marine sanctuary.

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Those underwater parks.

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The two triangles are marine national monuments,

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another name for an underwater park.

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And then these little yellow boxes,

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we're kind of in unprecedented time right now,

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where we're expanding the sanctuary system,

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so these are all proposed sites

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to become part of our system.

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And this is part of President Biden's America the Beautiful.

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And the international 30 by 30 global initiative,

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which is protecting 30% of our global public lands

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and waters, by the year 2030.

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So going back to sanctuaries, these are the underwater parks

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that are set aside for a variety of reasons.

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Things like, it could be the biodiversity

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of these amazing underwater areas.

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Or the shipwrecks and the other cultural

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and maritime heritage that can be found there.

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All in all, these national marine sanctuaries

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provide shelter for threatened and endangered animals,

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like this Hawaiian green sea turtle.

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We are mandated by Congress, to do education

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and outreach.

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We're mandated to do research

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and monitoring of these underwater parks,

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all to help protect the resource.

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When I say resource, I mean, like the ecosystems,

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the habitats, the plants and animals.

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And these are special ocean places that we want people

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to visit and enjoy and recreate.

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Just like you would a national park

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or a national forest, state park.

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We want you to get into your sanctuary,

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to respect it, to enjoy it,

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ultimately, to protect it.

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So things that you can do

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in your national marine sanctuaries, are things like, kayak,

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you can even fish,

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snorkel,

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scuba dive,

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surf,

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get on a boat and view marine life.

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And, in many cases, if you haven't already

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and you get into your sanctuary, you'll be so inspired,

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that you might even wanna join us and become a volunteer.

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So with that, let's go ahead

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and introduce one of our guest guests today.

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This is Tracy Hajduk,

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who's the National Education Coordinator,

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at the same office,

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NOAA's Office of National Marine Sanctuaries.

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Tracy, take it away.

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<v ->Great, thank you Claire, for that nice introduction.</v>

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So I am here today to go through the agenda

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of the evening, for everyone, so we know what is up

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and coming in the presentation.

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And then next,

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I'll talk a little bit about some of the

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materials that we're gonna go through.

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So our agenda tonight,

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starts with going through ocean literacy principles,

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hopefully something that you may have heard of before.

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And if not, I will give a quick overview.

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Next we'll do some land and water acknowledgement.

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And then we're gonna get into those 17 lessons

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that are part of this series,

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the Exploring Ocean Mysteries.

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So there's 17 lessons

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and we'll do a quick overview of those.

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Throughout that time, we'll discuss ways

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to meet our next generation science standards.

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And we will be throwing in some silly ocean humor

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occasionally, to make sure that everyone stays awake

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and engaged with our ocean topic.

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So, ocean literacy.

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If you've not heard of ocean literacy, first of all,

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there is an actual little paper brochure that you can get,

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as well as find this information online.

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We'll have a website up in just a second.

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Ocean literacy means it's an understanding

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of the ocean's influence on you

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and your influence on the ocean.

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And what it means is, there's actually seven essential

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principles and then fundamental concepts,

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that tell you, in general,

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the most, kind of, important things to know about the ocean.

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Those seven essential principles are listed on the screen

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and we'll be going through those.

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Those are the guiding principles of what these lessons

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were built around.

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And then you can see what an ocean literate person is.

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They understand the principles.

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They can communicate about them.

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And very importantly,

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can make informed or responsible decisions

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regarding ocean literacy.

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On the next slide we're gonna talk a little bit about

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some new stuff with ocean literacy, that again,

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you may not be familiar with.

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So the guide, again, this little pamphlet

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and you can also get it online, is referred to, the Guide.

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Recently, there's also been, what's called the,

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Scope &amp; Sequence for grades K through 12.

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This really breaks down

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all of those fundamental concepts,

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into detailed things about what students would

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need to learn, what skills they would have to have

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and concepts they would need to know,

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to understand ocean literacy.

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There's also NGSS or Next Generation Science Standards

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alignment to the principles.

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And even a survey.

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And all of this has been, kind of, put together,

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as to refer to as, The Framework.

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There's a great handbook that explains it all.

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And it can be found on that website below,

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that we will also drop into the chat, in just a minute.

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So with that, I am going to introduce our

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two presenters tonight.

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Lemme get their bios in front of me, so I can make sure

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to tell you about all of the work that they've done.

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We've been so pleased to work with both,

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Rick Reynolds and Krista Reynolds.

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Rick has been an educator

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and a developer of educational resources for 30 years.

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He started his career as a passionate K through 12 teacher

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and now creates curriculum, multimedia content

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and web-based resources, through Engaging Every Student,

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the organization he founded in 2009.

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He has authored or co-authored 20 books

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of curriculum guides.

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And is an enthusiastic trainer of formal

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and non-formal educators,

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with a passion for environmental education

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and helping all ages connect with nature.

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He's honored to work with partners, such as NOAA,

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the National Marine Sanctuary Foundation,

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the U.S. Fish and Wildlife Service,

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National Park Service and PBS.

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He is also a past Chair of the

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Board of Environmental Education Association of Oregon

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and is a certified teacher, with multiple endorsements.

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Our second presenter tonight, is Krista Reynolds,

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who was a science librarian educator for 15 years,

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before joining Engaging Every Student in 2020.

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As a biologist, she monitored native forest birds in Hawaii,

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endangered butterflies along the Oregon coast

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and studied mycorrhiza.

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I may be saying that wrong.

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(Tracy laughs)

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She is passionate about ocean conservation

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and loves learning what motivates students to engage

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with our natural world.

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So with that, I'd like to turn it over to Rick and Krista

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for the rest of the evening.

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<v ->Thank you so much, Tracy.</v>

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It has been such a pleasure working with you all and NOAA.

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And we're just really happy to be able to share this

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curriculum that we're so excited about.

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But before we dive into that,

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we just wanted to honor our land and waters

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and the indigenous people that have stewarded them for us,

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since time immemorial.

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We are Zooming in from the Pacific Northwest

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and we're using a tool developed by

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National Geographic Society and Esri,

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called, Mapmaker here.

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And you all can try this,

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maybe after the webinar, check it out.

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You can use this online tool for free.

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And I've just pulled up the indigenous territories layer

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that has been incorporated into the new version of Mapmaker.

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And then you can zoom into your neck of the woods

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and see the important indigenous tribal communities there.

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And I'm just gonna share an acknowledgement here.

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"We're greeting you from the traditional lands

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of the Tualatin Kalapuyan or Atfalati people,

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past and present.

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We gratefully honor the lands

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and their stewardship of them since time immemorial.

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This calls us to be better stewards

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of our land and waters,

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so that future generations can share

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in their beauty and abundance."

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And all of these lessons we're gonna share

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with you today, are aligned to the three dimensions

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of the next generation science standards

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and common core standards.

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As well as our ocean literacy principles

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and common climate literacy principles.

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So when we're talking about the 3Ds of NGSS,

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we're talking about the disciplinary core ideas,

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as well as the science and engineering practices

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and the cross-cutting concepts.

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The DCIs are things like, ecosystems, interactions,

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energy and dynamics.

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And one of the standards there,

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to develop a model, to describe the cycling of matter and

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flow of energy

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among living and non-living parts of an ecosystem.

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Science and engineering practices are developing

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and using models, constructing explanations

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and designing solutions.

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These are examples that you'll see,

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at the back of each lesson we have this table,

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to see some of the standards we align to.

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We're targeted to middle grades.

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And so those are the standards we highlight.

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If you're a teacher of younger or older students,

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we have many adaptations and extensions

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in the lessons

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and you can integrate these

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to meet your particular standards.

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Before we go any further, we also wanted to be sure

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to acknowledge National and Geographic Society,

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that funded this curriculum.

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We couldn't have done it without them.

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And they've also been phenomenal partners,

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throughout this process.

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And you can see here, we've got a few examples

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of common core standards you can meet.

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The lessons all integrate reading and writing,

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being able to share presentations and back up.

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Ideas that's all meeting the common core standards.

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The ocean literacy principles,

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you'll see listed there as well.

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And the climate literacy principles,

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that are infused throughout.

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So here's a quick overview of the curriculum.

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You can see, we have our seven ocean literacy principles.

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And in that first principle, we have three lessons.

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Mapping Friendly Floaties, is the first one

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we'll run through briefly.

274
00:12:27.030 --> 00:12:28.950
Then Exploring Marine Sanctuaries,

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Watersheds to Whales.

276
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The principles all have at least two

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lessons targeted to meet them.

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Some have three.

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So that first principle,

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is that earth has one big ocean, with many features.

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I know when we were going through school,

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they talked about the multiple oceans,

283
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we now know they're all connected

284
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by things like, ocean currents.

285
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And we have ocean basins but it's all the one ocean.

286
00:12:59.370 --> 00:13:02.580
So, this Mapping Friendly Floaties lesson

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is designed to teach that concept.

288
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Like all of the lessons, they're in the 5E Model.

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If you're not familiar, the first E is, engage.

290
00:13:11.550 --> 00:13:14.130
So each lesson starts with a phenomena,

291
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something that gets the students curious and excited

292
00:13:17.670 --> 00:13:19.649
to know more.

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Then we have them explore a topic.

294
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To, kind of, play with it

295
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and just learn about it while doing.

296
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With this activity, the engage

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aspect is to tell this story,

298
00:13:35.640 --> 00:13:39.960
which is a true story of rubber duckies that went overboard

299
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and some other toys,

300
00:13:41.910 --> 00:13:45.140
they called them, the friendly floaties, in 1992,

301
00:13:45.140 --> 00:13:46.770
in the North Pacific.

302
00:13:46.770 --> 00:13:48.480
And we asked the students to think about

303
00:13:48.480 --> 00:13:50.880
what's happened with them.

304
00:13:50.880 --> 00:13:54.120
And then they can explain back their ideas,

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00:13:54.120 --> 00:13:56.940
as they've gone through the explore phase.

306
00:13:56.940 --> 00:14:01.140
We also have enrich/extend activities in each lesson.

307
00:14:01.140 --> 00:14:04.830
And evaluate, ways to see what the students are learning

308
00:14:04.830 --> 00:14:07.860
and help you to improve over time.

309
00:14:07.860 --> 00:14:11.460
So there's little presentations with most of the lessons.

310
00:14:11.460 --> 00:14:15.420
This one just introduces the story of the friendly floaties,

311
00:14:15.420 --> 00:14:18.360
where they went overboard in the North Pacific,

312
00:14:18.360 --> 00:14:20.520
all 29,000 of them.

313
00:14:20.520 --> 00:14:23.460
And we asked students to imagine that they're one of those

314
00:14:23.460 --> 00:14:27.300
floating toys and where they might go and why.

315
00:14:27.300 --> 00:14:30.420
So they can turn to a neighbor, talk about their ideas,

316
00:14:30.420 --> 00:14:32.700
share them back as a class

317
00:14:32.700 --> 00:14:35.520
or record them in science notebooks.

318
00:14:35.520 --> 00:14:38.190
We also have maps that you can use,

319
00:14:38.190 --> 00:14:41.730
to have them mark ideas of where they might have gone.

320
00:14:41.730 --> 00:14:46.170
Both a paper version, as well as an online tool,

321
00:14:46.170 --> 00:14:49.140
using ArcGIS Online, which is the cousin

322
00:14:49.140 --> 00:14:53.580
of National Geographic's Mapmaker program.

323
00:14:53.580 --> 00:14:56.100
Mapmaker hadn't been updated when we wrote the lesson,

324
00:14:56.100 --> 00:14:58.830
so that's why we did ArcGIS Online

325
00:14:58.830 --> 00:15:00.540
but you can really use either.

326
00:15:00.540 --> 00:15:01.923
Either tool works great.

327
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And with those tools,

328
00:15:04.860 --> 00:15:07.140
there are different layers you can turn on.

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This is the layer in ArcGIS Online,

330
00:15:09.960 --> 00:15:12.420
called, Major Ocean Currents.

331
00:15:12.420 --> 00:15:13.620
And you'll see in the lesson,

332
00:15:13.620 --> 00:15:15.180
there's a direct link,

333
00:15:15.180 --> 00:15:18.900
that'll take you to this activity

334
00:15:18.900 --> 00:15:23.900
that we built from an existing National Geographic

335
00:15:23.970 --> 00:15:28.620
activity and added the additional components to it.

336
00:15:28.620 --> 00:15:31.200
And this wonderful resource lets you turn on

337
00:15:31.200 --> 00:15:32.310
the ocean currents.

338
00:15:32.310 --> 00:15:33.990
So now the students have predicted

339
00:15:33.990 --> 00:15:36.120
where these floaties might have gone.

340
00:15:36.120 --> 00:15:38.400
And with this additional information,

341
00:15:38.400 --> 00:15:41.580
they can look at those red arrows showing the warm currents,

342
00:15:41.580 --> 00:15:44.490
blue arrows showing the cold water currents

343
00:15:44.490 --> 00:15:46.830
and revise their prediction,

344
00:15:46.830 --> 00:15:49.860
where these might have gone, based on the currents

345
00:15:49.860 --> 00:15:51.610
that flow through our global ocean.

346
00:15:52.650 --> 00:15:56.617
You can show them another slide from the presentation,

347
00:15:57.690 --> 00:16:02.490
as well as another layer, from the ArcGIS Online map,

348
00:16:02.490 --> 00:16:04.770
that shows the prevailing winds.

349
00:16:04.770 --> 00:16:07.410
And they can again revise their predictions,

350
00:16:07.410 --> 00:16:11.400
with this additional information and create maps.

351
00:16:11.400 --> 00:16:14.700
So, there's a handout, which you can either pass out

352
00:16:14.700 --> 00:16:18.780
to the students or distribute electronically.

353
00:16:18.780 --> 00:16:23.400
The handouts are also able to be filled out online.

354
00:16:23.400 --> 00:16:26.490
Soc, there's little blue boxes

355
00:16:26.490 --> 00:16:28.050
that the students can just type into,

356
00:16:28.050 --> 00:16:31.200
if you want to distribute this through Google Classroom

357
00:16:31.200 --> 00:16:34.590
or via email or another system,

358
00:16:34.590 --> 00:16:37.260
your learning management system, whatever you use.

359
00:16:37.260 --> 00:16:39.900
And now the students have these tools,

360
00:16:39.900 --> 00:16:41.790
where they can take this extra information,

361
00:16:41.790 --> 00:16:44.610
it's places where these floaties were found

362
00:16:44.610 --> 00:16:46.503
and they can add those to the maps,

363
00:16:47.550 --> 00:16:51.480
add their arrows of the cold water currents,

364
00:16:51.480 --> 00:16:54.780
the warm water currents, prevailing winds.

365
00:16:54.780 --> 00:16:56.760
This can all be added to their maps.

366
00:16:56.760 --> 00:16:59.040
This is, kind of, the start of it here,

367
00:16:59.040 --> 00:17:02.160
showing that extra information,

368
00:17:02.160 --> 00:17:05.400
the location of a couple of floaties.

369
00:17:05.400 --> 00:17:08.280
And then these can be shared back with the class.

370
00:17:08.280 --> 00:17:11.760
The students maybe could use a document camera

371
00:17:11.760 --> 00:17:14.940
to share their paper maps, if you did it that way.

372
00:17:14.940 --> 00:17:18.870
Or a data projector to show the ArcGIS Online maps.

373
00:17:18.870 --> 00:17:21.030
And then you can talk about it as a class,

374
00:17:21.030 --> 00:17:24.210
where they might have gone and how they got there.

375
00:17:24.210 --> 00:17:26.430
And of course, some of these places are

376
00:17:26.430 --> 00:17:27.600
over on the east coast

377
00:17:27.600 --> 00:17:30.330
or they're even in the United Kingdom.

378
00:17:30.330 --> 00:17:33.090
And so it just brings up very interesting discussions

379
00:17:33.090 --> 00:17:35.790
about how these floaties actually did flow

380
00:17:35.790 --> 00:17:37.440
up near the North Pole,

381
00:17:37.440 --> 00:17:39.720
got frozen in the ice and eventually melted

382
00:17:39.720 --> 00:17:41.310
and continued on their journey.

383
00:17:41.310 --> 00:17:44.643
And they're still continuing around the worlds to this day.

384
00:17:46.170 --> 00:17:48.000
So we also asked the students to think about

385
00:17:48.000 --> 00:17:50.970
where the floaties might have traveled to,

386
00:17:50.970 --> 00:17:53.190
in terms of national marine sanctuaries.

387
00:17:53.190 --> 00:17:56.220
So, here's the map again, the students can think about

388
00:17:56.220 --> 00:17:59.310
where they might have gone and why.

389
00:17:59.310 --> 00:18:01.530
And of course they could have visited,

390
00:18:01.530 --> 00:18:06.150
just about all the floaties, either as the intact floaty

391
00:18:06.150 --> 00:18:09.480
or some of the students may know about microplastics

392
00:18:09.480 --> 00:18:11.100
and how they can be continuing around

393
00:18:11.100 --> 00:18:13.953
in smaller particles too.

394
00:18:15.210 --> 00:18:16.980
Everything in the curriculum,

395
00:18:16.980 --> 00:18:19.320
is also translated into Spanish.

396
00:18:19.320 --> 00:18:23.400
So thank you so much to Victoria Martinez Adalid,

397
00:18:23.400 --> 00:18:25.923
who was a wonderful partner,

398
00:18:26.880 --> 00:18:30.090
totally pro and that will all be on the NOAA website soon,

399
00:18:30.090 --> 00:18:31.560
if it's not already.

400
00:18:31.560 --> 00:18:33.810
If you don't see it and you would like them,

401
00:18:33.810 --> 00:18:38.040
you can email me, rick@engagingeverystudent.com.

402
00:18:38.040 --> 00:18:41.100
We can also share editable versions of any of the files,

403
00:18:41.100 --> 00:18:44.523
if you'd like to make any changes to handouts or anything.

404
00:18:46.530 --> 00:18:47.760
So with all these lessons,

405
00:18:47.760 --> 00:18:50.670
we are trying to give the chance for students

406
00:18:50.670 --> 00:18:53.460
to make personal connections to the content.

407
00:18:53.460 --> 00:18:56.370
One of the lessons for principle one is,

408
00:18:56.370 --> 00:18:58.110
Watersheds to whales.

409
00:18:58.110 --> 00:19:00.810
So thinking about how the precipitation

410
00:19:00.810 --> 00:19:03.750
that falls in their area will flow through

411
00:19:03.750 --> 00:19:06.750
and eventually make it back to the ocean.

412
00:19:06.750 --> 00:19:09.690
For example, they can think about foods that are important

413
00:19:09.690 --> 00:19:11.520
to them and their families.

414
00:19:11.520 --> 00:19:13.533
You might have cultural connections.

415
00:19:14.370 --> 00:19:15.600
You can have a day,

416
00:19:15.600 --> 00:19:18.330
maybe where students share some of those

417
00:19:18.330 --> 00:19:20.343
important things, in class.

418
00:19:21.240 --> 00:19:23.790
Some of the other lessons talk about oxygen production,

419
00:19:23.790 --> 00:19:28.410
weather, recreation, some of the inspiring organisms.

420
00:19:28.410 --> 00:19:30.540
And we're really trying to help

421
00:19:30.540 --> 00:19:33.483
foster those deeper connections with the ocean.

422
00:19:35.100 --> 00:19:37.590
So with that, let's take a a quick pause

423
00:19:37.590 --> 00:19:39.870
and we're gonna use a tool called, Slido.

424
00:19:39.870 --> 00:19:42.240
If you're not familiar, it's slido.com.

425
00:19:42.240 --> 00:19:43.410
You can bring that up.

426
00:19:43.410 --> 00:19:47.040
And we'd like you just to add a word or phrase,

427
00:19:47.040 --> 00:19:48.963
using this Slido here.

428
00:19:50.250 --> 00:19:53.650
And, if you go to slido.com, it's number 2072440,

429
00:19:56.820 --> 00:19:59.700
to be able to add a word or phrase

430
00:19:59.700 --> 00:20:02.580
to this Slido we're gonna create together.

431
00:20:02.580 --> 00:20:06.510
Or you can just take your smartphone, turn on the camera,

432
00:20:06.510 --> 00:20:08.270
hold up your camera and point it

433
00:20:08.270 --> 00:20:10.590
at that QR code on the screen

434
00:20:10.590 --> 00:20:12.900
and then you'll be able to add it with your phone.

435
00:20:12.900 --> 00:20:15.300
So whichever is easier for you,

436
00:20:15.300 --> 00:20:17.550
we'll just pause for one minute here,

437
00:20:17.550 --> 00:20:21.603
to be able to see what you all are thinking about.

438
00:20:22.650 --> 00:20:23.805
Yes.

439
00:20:23.805 --> 00:20:26.130
<v ->How does the ocean connect to your life personally?</v>

440
00:20:26.130 --> 00:20:27.210
Did you read that?

441
00:20:27.210 --> 00:20:28.280
<v ->Oh, I thought I did.</v>

442
00:20:28.280 --> 00:20:29.553
If I didn't, thanks hun.

443
00:20:31.770 --> 00:20:32.670
Joy.

444
00:20:32.670 --> 00:20:34.590
Inspiration.

445
00:20:34.590 --> 00:20:36.033
Recreation.

446
00:20:37.860 --> 00:20:38.973
Life.

447
00:20:40.710 --> 00:20:41.973
Beachcombing, love it.

448
00:20:43.710 --> 00:20:46.200
I think it's our favorite place on earth, isn't it honey?

449
00:20:46.200 --> 00:20:48.930
<v ->Definitely in the top three.</v>

450
00:20:48.930 --> 00:20:51.870
<v ->Get to the ocean and it's instant relaxation, right.</v>

451
00:20:51.870 --> 00:20:53.190
<v ->Right.</v>

452
00:20:53.190 --> 00:20:54.023
<v ->Excellent.</v>

453
00:20:54.023 --> 00:20:54.856
Health.

454
00:20:54.856 --> 00:20:56.460
Therapy.

455
00:20:56.460 --> 00:20:57.293
Fun.

456
00:20:57.293 --> 00:20:59.580
My church, nice.

457
00:20:59.580 --> 00:21:01.770
<v ->Love of whales.</v>

458
00:21:01.770 --> 00:21:02.760
<v ->Wonderful.</v>

459
00:21:02.760 --> 00:21:04.173
El niño.

460
00:21:05.100 --> 00:21:07.263
Of course, food sources.

461
00:21:08.190 --> 00:21:10.143
The number, 2072440.

462
00:21:11.976 --> 00:21:13.320
<v ->Our code.</v>

463
00:21:13.320 --> 00:21:15.630
<v ->If you haven't typed it in yet, that is the code,</v>

464
00:21:15.630 --> 00:21:17.490
if you go to slido.com.

465
00:21:17.490 --> 00:21:19.863
Thanks for doing a shout out to it folks.

466
00:21:21.150 --> 00:21:23.430
Getting to see marine life.

467
00:21:23.430 --> 00:21:25.500
Endless exploration, so true.

468
00:21:25.500 --> 00:21:28.530
It's incredible, the exploration

469
00:21:28.530 --> 00:21:30.273
that's happening in the ocean now.

470
00:21:31.380 --> 00:21:32.970
Peace and harmony.

471
00:21:32.970 --> 00:21:33.900
Should we move on?

472
00:21:33.900 --> 00:21:34.733
<v ->Yep.</v>

473
00:21:34.733 --> 00:21:35.760
<v ->Okay, you can keep adding those,</v>

474
00:21:35.760 --> 00:21:38.430
if we have time at the end, we'll check back in.

475
00:21:38.430 --> 00:21:41.130
But now I'm gonna turn it over to my lovely wife,

476
00:21:41.130 --> 00:21:44.550
an indispensable collaborator, Krista Reynolds.

477
00:21:44.550 --> 00:21:45.543
<v ->Thank you Rick.</v>

478
00:21:46.890 --> 00:21:50.130
I'll be talking about Ocean Literacy Principle 2.

479
00:21:50.130 --> 00:21:53.040
And the lessons that go along with that.

480
00:21:53.040 --> 00:21:56.040
But I also wanted to mention that

481
00:21:56.040 --> 00:22:00.150
with this curriculum, we would love it if you completed

482
00:22:00.150 --> 00:22:03.933
all 17 lessons with your students.

483
00:22:04.830 --> 00:22:06.150
But we know, of course,

484
00:22:06.150 --> 00:22:08.400
that many teachers are not able to do that.

485
00:22:08.400 --> 00:22:11.133
So, this curriculum,

486
00:22:13.140 --> 00:22:15.810
the lessons do build upon each other

487
00:22:15.810 --> 00:22:17.950
but the lessons are also

488
00:22:19.260 --> 00:22:20.370
standalone.

489
00:22:20.370 --> 00:22:24.360
So you can pick and choose whichever you are drawn to

490
00:22:24.360 --> 00:22:27.670
and fits in with with your curriculum

491
00:22:28.650 --> 00:22:30.030
that you're doing with your students.

492
00:22:30.030 --> 00:22:31.680
So,

493
00:22:31.680 --> 00:22:32.760
I'll be

494
00:22:32.760 --> 00:22:37.260
talking about the ocean and life in the ocean

495
00:22:37.260 --> 00:22:39.150
shape the features of earth.

496
00:22:39.150 --> 00:22:42.120
That is Ocean Literacy Principle 2.

497
00:22:42.120 --> 00:22:43.950
And there are two lessons that fit

498
00:22:43.950 --> 00:22:46.800
with this ocean literacy principle.

499
00:22:46.800 --> 00:22:50.493
And the first is, exploring sanctuary landscapes.

500
00:22:54.930 --> 00:22:58.980
For this lesson we chose to focus on the geology

501
00:22:58.980 --> 00:23:02.463
and ocean's interactions with the landscape.

502
00:23:03.480 --> 00:23:07.110
So one question you can engage students with

503
00:23:07.110 --> 00:23:10.290
is, why do coastlines on the east

504
00:23:10.290 --> 00:23:14.280
and west coast look so different from each other?

505
00:23:14.280 --> 00:23:16.590
So here are a couple of photos

506
00:23:16.590 --> 00:23:19.860
that are included in the curriculum

507
00:23:19.860 --> 00:23:22.230
and take a moment to think about

508
00:23:22.230 --> 00:23:26.313
how and why these two photographs are different.

509
00:23:30.360 --> 00:23:32.490
So like I mentioned, in this lesson,

510
00:23:32.490 --> 00:23:34.500
we include photos of different features

511
00:23:34.500 --> 00:23:36.720
that students take a look at.

512
00:23:36.720 --> 00:23:40.410
And one tool that we suggest you can use with students,

513
00:23:40.410 --> 00:23:43.200
to give them a more three dimensional look at these

514
00:23:43.200 --> 00:23:45.570
features, is Google Earth.

515
00:23:45.570 --> 00:23:49.860
If you plug in a location, it'll bring up a beautiful

516
00:23:49.860 --> 00:23:52.470
aerial view of that location.

517
00:23:52.470 --> 00:23:55.863
So that is one thing you can use with your students.

518
00:23:59.310 --> 00:24:01.320
Our objectives for this lesson,

519
00:24:01.320 --> 00:24:04.170
are that students will describe the physical differences

520
00:24:04.170 --> 00:24:06.213
between coastal landscapes.

521
00:24:07.260 --> 00:24:10.350
They'll hypothesize about the geologic processes

522
00:24:10.350 --> 00:24:12.453
that formed those landscapes.

523
00:24:13.950 --> 00:24:18.003
And think about how the ocean impacts coastal landscapes.

524
00:24:19.230 --> 00:24:21.930
They attempt to match descriptions

525
00:24:21.930 --> 00:24:26.070
of geologic processes with those features.

526
00:24:26.070 --> 00:24:30.930
And key terms in this lesson are, erosion, deposition,

527
00:24:30.930 --> 00:24:34.590
plate tectonics and volcanic activity.

528
00:24:34.590 --> 00:24:37.470
And the image on the right, is an example of a slide

529
00:24:37.470 --> 00:24:39.900
from the teacher's PowerPoint that's included

530
00:24:39.900 --> 00:24:41.310
with the lesson.

531
00:24:41.310 --> 00:24:43.830
That explains the geologic processes

532
00:24:43.830 --> 00:24:45.660
affecting this coastal area,

533
00:24:45.660 --> 00:24:49.440
which is Point Reyes National Seashore

534
00:24:49.440 --> 00:24:52.020
and Tomales Bay in California.

535
00:24:52.020 --> 00:24:54.300
And this is very close to

536
00:24:54.300 --> 00:24:57.330
the Greater Farallones National Marine Sanctuary.

537
00:24:57.330 --> 00:24:59.133
Which is located offshore.

538
00:25:02.370 --> 00:25:05.880
To engage students with this lesson, we added a bit of fun,

539
00:25:05.880 --> 00:25:10.830
by asking them to read a short 100-year-old story

540
00:25:10.830 --> 00:25:13.050
about the possibility of buried treasure

541
00:25:13.050 --> 00:25:15.180
on a California beach.

542
00:25:15.180 --> 00:25:19.650
And this story was actually published in a local

543
00:25:19.650 --> 00:25:24.243
California newspaper, almost exactly 100 ago.

544
00:25:25.590 --> 00:25:27.450
But we asked them to think about,

545
00:25:27.450 --> 00:25:29.640
what time of year might be best

546
00:25:29.640 --> 00:25:31.680
to look for buried pirate treasure

547
00:25:31.680 --> 00:25:34.263
on the Monterey Peninsula and why?

548
00:25:35.700 --> 00:25:37.710
When is erosion by waves,

549
00:25:37.710 --> 00:25:41.313
seasonal storms and currents most powerful?

550
00:25:42.840 --> 00:25:45.723
When is there seasonal deposition of sand?

551
00:25:49.140 --> 00:25:53.190
And here's another photo that's included in the lesson.

552
00:25:53.190 --> 00:25:54.810
And we ask them, where are you

553
00:25:54.810 --> 00:25:57.900
and how did this coastal landscape form?

554
00:25:57.900 --> 00:26:00.600
So we have them take a look at photos

555
00:26:00.600 --> 00:26:02.733
of these other coastal features.

556
00:26:05.160 --> 00:26:07.920
And these stacks were formed by strong wave action,

557
00:26:07.920 --> 00:26:09.960
where softer materials erode,

558
00:26:09.960 --> 00:26:12.393
leaving these hard materials behind.

559
00:26:14.220 --> 00:26:17.550
Sand is deposited by rivers and longshore currents,

560
00:26:17.550 --> 00:26:19.920
that move parallel to the coast.

561
00:26:19.920 --> 00:26:22.110
So where do you think you might be here?

562
00:26:22.110 --> 00:26:23.523
Do you have any guesses?

563
00:26:26.370 --> 00:26:30.153
And gentle summer waves rebuild these beaches.

564
00:26:33.240 --> 00:26:34.239
Reveal the answer.

565
00:26:34.239 --> 00:26:35.760
(both laugh)

566
00:26:35.760 --> 00:26:39.840
So here we are at Olympic Coast National Marine Sanctuary,

567
00:26:39.840 --> 00:26:43.203
in the far northwest corner of Washington State.

568
00:26:45.690 --> 00:26:48.120
And another example of a slide

569
00:26:48.120 --> 00:26:50.160
from the teacher presentation.

570
00:26:50.160 --> 00:26:52.410
What forces created this landscape?

571
00:26:52.410 --> 00:26:53.910
Where do you think this student is

572
00:26:53.910 --> 00:26:55.443
picking up trash?

573
00:26:57.240 --> 00:27:00.480
Here, sands from calcium carbonate skeletons

574
00:27:00.480 --> 00:27:05.480
of coral and other organisms have created these sands.

575
00:27:06.030 --> 00:27:09.330
And wave action from storms, including hurricanes,

576
00:27:09.330 --> 00:27:11.703
redistributes these sediments locally.

577
00:27:13.080 --> 00:27:16.083
So where do you think this might be?

578
00:27:19.080 --> 00:27:22.890
Here we are at Florida Keys National Marine Sanctuary.

579
00:27:22.890 --> 00:27:25.440
So whereas the west coast is characterized

580
00:27:25.440 --> 00:27:28.020
by those really dramatic headlands, cliffs

581
00:27:28.020 --> 00:27:32.340
and sea arches and caves, the east coast is relatively flat.

582
00:27:32.340 --> 00:27:35.400
With these low elevation beaches,

583
00:27:35.400 --> 00:27:37.713
mostly due to plate tectonics.

584
00:27:40.080 --> 00:27:44.310
Here are a couple of pages from the student activity sheets.

585
00:27:44.310 --> 00:27:47.940
And on the left, students are asked to compare photos

586
00:27:47.940 --> 00:27:51.540
of the same beach, taken in the spring and winter

587
00:27:51.540 --> 00:27:54.720
and think about the forces that changed the beach.

588
00:27:54.720 --> 00:27:58.650
On the left, sand has been deposited when there's

589
00:27:58.650 --> 00:28:00.870
less wave action.

590
00:28:00.870 --> 00:28:04.260
And on the right, sand has been washed away

591
00:28:04.260 --> 00:28:05.913
during winter storms.

592
00:28:07.440 --> 00:28:10.050
On the second page here, we asked students

593
00:28:10.050 --> 00:28:12.090
to graph beach height measurements

594
00:28:12.090 --> 00:28:14.550
taken at two different times of year,

595
00:28:14.550 --> 00:28:17.160
to create beach profiles.

596
00:28:17.160 --> 00:28:19.230
And this goes back to the question,

597
00:28:19.230 --> 00:28:22.020
when is the best time to discover treasure

598
00:28:22.020 --> 00:28:23.343
buried on the beach?

599
00:28:24.210 --> 00:28:26.760
Based on their discoveries about the forces

600
00:28:26.760 --> 00:28:29.670
that affect beaches on the east and west coast,

601
00:28:29.670 --> 00:28:32.310
students recommend at which sanctuary

602
00:28:32.310 --> 00:28:35.973
they would bury that treasure, to make sure it stays hidden.

603
00:28:38.790 --> 00:28:41.310
Now on to the second lesson.

604
00:28:41.310 --> 00:28:45.660
And just to note about the numbering of these lessons,

605
00:28:45.660 --> 00:28:48.960
we just put them in an order where they, sort of,

606
00:28:48.960 --> 00:28:50.190
built upon each other.

607
00:28:50.190 --> 00:28:53.910
So that's why we have lesson 2.2,

608
00:28:53.910 --> 00:28:55.980
the first two meaning,

609
00:28:55.980 --> 00:28:59.160
which ocean literacy principle it's associated with.

610
00:28:59.160 --> 00:29:02.490
And then the second two after the period,

611
00:29:02.490 --> 00:29:06.240
is just the sequence of the lesson in that series.

612
00:29:06.240 --> 00:29:10.290
So this one is sifting sanctuary sands.

613
00:29:10.290 --> 00:29:13.200
And we asked students, "How are these sands created?

614
00:29:13.200 --> 00:29:15.270
And what are they made of?"

615
00:29:15.270 --> 00:29:17.790
And again, the ocean literacy principle

616
00:29:17.790 --> 00:29:19.650
that this is associated with,

617
00:29:19.650 --> 00:29:21.990
is the ocean and life in the ocean

618
00:29:21.990 --> 00:29:23.763
shape the features of earth.

619
00:29:24.960 --> 00:29:27.480
So we build upon the previous lesson here.

620
00:29:27.480 --> 00:29:31.050
And the phenomenon that we present students with is,

621
00:29:31.050 --> 00:29:34.110
not all sand is the same.

622
00:29:34.110 --> 00:29:36.690
In this lesson, students will take a look at

623
00:29:36.690 --> 00:29:39.600
photos of sand samples taken from beaches

624
00:29:39.600 --> 00:29:41.846
at national marine sanctuaries.

625
00:29:41.846 --> 00:29:45.303
And so take a moment to look at these two photos.

626
00:29:46.410 --> 00:29:48.750
How are these sands different?

627
00:29:48.750 --> 00:29:50.400
Where do you think they're found?

628
00:29:51.570 --> 00:29:52.923
Give you a moment to think.

629
00:29:54.810 --> 00:29:57.690
And if you thought the sand on the left

630
00:29:57.690 --> 00:30:00.720
looks partly volcanic, you are correct.

631
00:30:00.720 --> 00:30:03.603
That sample is from Hawaii island.

632
00:30:04.470 --> 00:30:07.290
And then the different rock and sediment sizes

633
00:30:07.290 --> 00:30:09.090
in the photo on the right,

634
00:30:09.090 --> 00:30:12.180
they indicate a well eroded beach.

635
00:30:12.180 --> 00:30:16.290
And this is from Olympic Coast National Marine Sanctuary,

636
00:30:16.290 --> 00:30:20.280
again, in Washington, which has a lot of strong wave action,

637
00:30:20.280 --> 00:30:22.383
especially during the winter months.

638
00:30:25.110 --> 00:30:26.583
So for this lesson,

639
00:30:27.450 --> 00:30:30.570
we encourage you to tell your students

640
00:30:30.570 --> 00:30:32.280
you're going to the beach.

641
00:30:32.280 --> 00:30:37.280
And we suggest that you create a model of the Pacific basin.

642
00:30:37.770 --> 00:30:39.930
And this is a

643
00:30:39.930 --> 00:30:43.290
image of a slide from the teacher presentation,

644
00:30:43.290 --> 00:30:45.420
where we're showing the locations

645
00:30:45.420 --> 00:30:49.920
of the sand collection sites or the photo sites.

646
00:30:49.920 --> 00:30:51.240
There are nine different locations,

647
00:30:51.240 --> 00:30:55.200
so you can set up nine stations with those photos.

648
00:30:55.200 --> 00:30:59.220
And then we also suggest you create a fun atmosphere,

649
00:30:59.220 --> 00:31:02.490
by playing, perhaps, some beach themed music.

650
00:31:02.490 --> 00:31:06.030
And encouraging students to come to class with sunglasses,

651
00:31:06.030 --> 00:31:09.378
hats, et cetera, for their day at the beach.

652
00:31:09.378 --> 00:31:12.690
(Krista laughs)

653
00:31:12.690 --> 00:31:14.280
Go ahead.

654
00:31:14.280 --> 00:31:17.673
And then the key terms from this lesson are,

655
00:31:19.350 --> 00:31:21.060
deposition,

656
00:31:21.060 --> 00:31:22.530
rock cycle,

657
00:31:22.530 --> 00:31:23.910
sediment

658
00:31:23.910 --> 00:31:25.740
and weathering.

659
00:31:25.740 --> 00:31:29.130
And this is a screenshot of one of the

660
00:31:29.130 --> 00:31:31.140
student activity sheets.

661
00:31:31.140 --> 00:31:32.400
And we asked students

662
00:31:32.400 --> 00:31:35.190
to observe those sand photos really closely

663
00:31:35.190 --> 00:31:39.180
and think about the different ways of classifying sand

664
00:31:39.180 --> 00:31:42.180
and thinking about its origins.

665
00:31:42.180 --> 00:31:45.510
So students will realize that sand can be made up

666
00:31:45.510 --> 00:31:48.993
of biological components, as well as rock.

667
00:31:51.630 --> 00:31:53.190
Time For a humor break, Rick.

668
00:31:53.190 --> 00:31:54.180
<v ->I think it is.</v>

669
00:31:54.180 --> 00:31:56.010
<v ->All right, so how did the ocean</v>

670
00:31:56.010 --> 00:31:58.233
greet the national marine sanctuary?

671
00:31:59.460 --> 00:32:00.910
<v ->Everybody have your answer?</v>

672
00:32:01.820 --> 00:32:03.630
We think it just waved.

673
00:32:03.630 --> 00:32:05.072
<v ->Nice</v>

674
00:32:05.072 --> 00:32:07.830
<v ->And thank you to Krista's awesome dad, Brent,</v>

675
00:32:07.830 --> 00:32:11.343
for this photo, he recently took at the Oregon coast.

676
00:32:12.270 --> 00:32:16.140
And from Victoria, she had another

677
00:32:16.140 --> 00:32:18.886
good little pun here.

678
00:32:18.886 --> 00:32:20.700
¿Cómo saluda el mar?

679
00:32:20.700 --> 00:32:22.983
For the Spanish speakers out there.

680
00:32:24.060 --> 00:32:25.860
Answer is, ¡Ola!

681
00:32:25.860 --> 00:32:30.270
Happens to mean, wave and hello, in Spanish.

682
00:32:30.270 --> 00:32:32.670
So, thank you Victoria.

683
00:32:32.670 --> 00:32:33.960
One more for you.

684
00:32:33.960 --> 00:32:35.850
That was your warmup.

685
00:32:35.850 --> 00:32:37.380
How about this one?

686
00:32:37.380 --> 00:32:39.080
<v ->Why don't algae go out on dates?</v>

687
00:32:41.130 --> 00:32:42.000
<v ->I think it's because</v>

688
00:32:42.000 --> 00:32:45.902
the relationship is strictly planktonic.

689
00:32:45.902 --> 00:32:49.110
(both laugh)

690
00:32:49.110 --> 00:32:52.740
<v ->But seriously, almost all life in the ocean depends on</v>

691
00:32:52.740 --> 00:32:57.150
these tiny photosynthetic organisms known as, phytoplankton.

692
00:32:57.150 --> 00:32:58.740
<v ->Yes, you'll see in the curriculum,</v>

693
00:32:58.740 --> 00:33:01.110
we do have a lesson or two that focus

694
00:33:01.110 --> 00:33:06.110
on the oxygen production in these very important creatures.

695
00:33:06.690 --> 00:33:07.830
What we're gonna do now,

696
00:33:07.830 --> 00:33:12.240
is shift into Ocean Literacy Principle number five,

697
00:33:12.240 --> 00:33:15.930
which is that the ocean supports a great diversity

698
00:33:15.930 --> 00:33:18.870
of life and ecosystems.

699
00:33:18.870 --> 00:33:22.800
And we start out with amazing coral reefs.

700
00:33:22.800 --> 00:33:25.950
This happens to be one from American Samoa,

701
00:33:25.950 --> 00:33:28.890
whereas they have the National Marine sanctuary

702
00:33:28.890 --> 00:33:30.870
of American Samoa.

703
00:33:30.870 --> 00:33:34.620
And so we're gonna be modeling coral reef ecosystems,

704
00:33:34.620 --> 00:33:36.150
with the first lesson.

705
00:33:36.150 --> 00:33:40.410
Then we'll just, kind of, highlight the other two lessons,

706
00:33:40.410 --> 00:33:43.740
Title Tales: Monitoring Marine Life

707
00:33:43.740 --> 00:33:47.763
and also Sanctuaries of Deep-Sea Coral Communities.

708
00:33:48.720 --> 00:33:51.360
So this lesson we couldn't have done without the folks

709
00:33:51.360 --> 00:33:54.000
at American Samoa.

710
00:33:54.000 --> 00:33:55.920
We start out with an engage activity

711
00:33:55.920 --> 00:33:58.530
of doing a virtual dive there,

712
00:33:58.530 --> 00:34:00.450
at a huge coral

713
00:34:00.450 --> 00:34:03.780
formation called, Big Momma.

714
00:34:03.780 --> 00:34:07.470
It's a coral head that's estimated to be over 500 years old

715
00:34:07.470 --> 00:34:11.760
and part of the Valley of the Giants, that's found there.

716
00:34:11.760 --> 00:34:14.610
And there's a handout for this activity,

717
00:34:14.610 --> 00:34:18.003
that we developed in collaboration with Bel Halatuitula,

718
00:34:20.010 --> 00:34:21.810
who's the education coordinator there.

719
00:34:21.810 --> 00:34:24.390
And her team, including the scientists,

720
00:34:24.390 --> 00:34:27.990
to help us pick the most important organisms there

721
00:34:27.990 --> 00:34:29.730
or some of them.

722
00:34:29.730 --> 00:34:31.980
Ones that there's good information for the students

723
00:34:31.980 --> 00:34:34.020
to find online.

724
00:34:34.020 --> 00:34:38.340
And so, the students have some choice they can go through,

725
00:34:38.340 --> 00:34:41.700
check off some of these organisms that sound interesting

726
00:34:41.700 --> 00:34:44.520
and then rank them from one to five,

727
00:34:44.520 --> 00:34:46.290
so that if they don't get their first choice,

728
00:34:46.290 --> 00:34:47.280
they can still get one of

729
00:34:47.280 --> 00:34:48.840
their top choices.

730
00:34:48.840 --> 00:34:51.930
When you go around and ask which students

731
00:34:51.930 --> 00:34:55.230
would would like to research which organisms.

732
00:34:55.230 --> 00:34:57.960
And then there's another handout that, kind of, guides them

733
00:34:57.960 --> 00:34:59.670
through the research process,

734
00:34:59.670 --> 00:35:00.900
looking at things like,

735
00:35:00.900 --> 00:35:04.773
what these organisms eat, what eats them,

736
00:35:05.910 --> 00:35:08.820
how they're connected to other organisms

737
00:35:08.820 --> 00:35:11.040
in coral reef ecosystems.

738
00:35:11.040 --> 00:35:12.990
And then they can create a model.

739
00:35:12.990 --> 00:35:15.300
Remember from the beginning of the webinar,

740
00:35:15.300 --> 00:35:17.430
we talked about one of those standards,

741
00:35:17.430 --> 00:35:21.120
creating a model, showing the interactions in the ecosystem.

742
00:35:21.120 --> 00:35:23.670
Well this is one way to meet that standard,

743
00:35:23.670 --> 00:35:26.610
where the students create a visual model,

744
00:35:26.610 --> 00:35:28.890
that shows the flow of solar energy

745
00:35:28.890 --> 00:35:31.290
to the organisms that can use it.

746
00:35:31.290 --> 00:35:35.340
Those producers, like phytoplankton or seagrass.

747
00:35:35.340 --> 00:35:37.950
You might suggest that the students use different colored

748
00:35:37.950 --> 00:35:42.950
arrows for the energy from the sun, maybe as orange arrows,

749
00:35:43.650 --> 00:35:48.650
the energy from producers to consumers, as green arrows.

750
00:35:49.020 --> 00:35:53.670
Red arrows can show the consumers feeding other consumers,

751
00:35:53.670 --> 00:35:56.490
going up that food chain.

752
00:35:56.490 --> 00:35:57.960
If you're working with older students,

753
00:35:57.960 --> 00:36:00.813
you might talk about the trophic levels.

754
00:36:01.680 --> 00:36:06.540
And then, how all of this is interconnected in an ecosystem.

755
00:36:06.540 --> 00:36:10.110
Another modeling activity I've done for many years,

756
00:36:10.110 --> 00:36:14.400
inspired by a project learning activity called, Web of Life

757
00:36:14.400 --> 00:36:17.490
is you can get the students all together in a circle,

758
00:36:17.490 --> 00:36:21.300
if they create their research projects, you might have them

759
00:36:21.300 --> 00:36:25.290
do a little sheet that just has the name of the organism.

760
00:36:25.290 --> 00:36:28.020
An illustration of it can be a simple little

761
00:36:28.020 --> 00:36:31.050
cartoony thing, if you don't have too much time,

762
00:36:31.050 --> 00:36:32.433
it doesn't matter too much.

763
00:36:33.300 --> 00:36:36.810
But just something to represent the organism in your circle.

764
00:36:36.810 --> 00:36:39.720
And then the students can get all connected

765
00:36:39.720 --> 00:36:42.660
in an interactive web of life.

766
00:36:42.660 --> 00:36:45.510
Usually how I'll do this is, I'll play the role of the sun,

767
00:36:45.510 --> 00:36:49.170
I'll pass the energy to a producer

768
00:36:49.170 --> 00:36:52.110
and then one of those organisms that can use that

769
00:36:52.110 --> 00:36:55.140
producer's food, will get the yarn ball next.

770
00:36:55.140 --> 00:36:57.090
So you can either use a yarn

771
00:36:57.090 --> 00:37:00.930
or something else that'll be able to get passed around.

772
00:37:00.930 --> 00:37:03.510
Hold on to the end of the yarn,

773
00:37:03.510 --> 00:37:06.630
so you keep that web of life growing.

774
00:37:06.630 --> 00:37:09.423
And this is a wonderful activity that always works.

775
00:37:10.620 --> 00:37:13.470
You can do it, not only with the food

776
00:37:13.470 --> 00:37:16.830
flowing through the ecosystem, you can also ask the students

777
00:37:16.830 --> 00:37:20.190
to think about which might shelter other organisms.

778
00:37:20.190 --> 00:37:24.510
Maybe someone's playing the role of coral or giant clams.

779
00:37:24.510 --> 00:37:26.590
And they might play a really important

780
00:37:27.480 --> 00:37:29.010
role in the ecosystem.

781
00:37:29.010 --> 00:37:32.640
And so the students can pass the yarn to

782
00:37:32.640 --> 00:37:36.183
any other part of the ecosystem they might interact with.

783
00:37:37.440 --> 00:37:41.970
Another lesson here, Title Tales: Monitoring Marine Life.

784
00:37:41.970 --> 00:37:45.960
And this one is a classroom version of an activity

785
00:37:45.960 --> 00:37:48.150
that you might do, if you're lucky enough

786
00:37:48.150 --> 00:37:51.450
to live close enough to a national marine sanctuary,

787
00:37:51.450 --> 00:37:53.823
such as this one in California.

788
00:37:55.350 --> 00:37:58.300
Or another area of coastal

789
00:37:59.910 --> 00:38:01.020
ecosystem.

790
00:38:01.020 --> 00:38:03.960
And the students have, what we call, a quadrat here,

791
00:38:03.960 --> 00:38:08.910
that's laid down on top of the intertidal area.

792
00:38:08.910 --> 00:38:10.890
We also call them tide pools.

793
00:38:10.890 --> 00:38:13.590
And they're counting the species,

794
00:38:13.590 --> 00:38:18.590
the number of organisms found in this small area.

795
00:38:18.810 --> 00:38:20.460
And that can be compared over time,

796
00:38:20.460 --> 00:38:23.010
to gauge the health of the ecosystem.

797
00:38:23.010 --> 00:38:23.976
So with this activity,

798
00:38:23.976 --> 00:38:27.810
they have photographs of these places,

799
00:38:27.810 --> 00:38:30.300
with the grid on them and they can use that

800
00:38:30.300 --> 00:38:32.910
with some other handouts we have available,

801
00:38:32.910 --> 00:38:37.800
in order to do a simulated, what we call, line transect

802
00:38:37.800 --> 00:38:42.600
or photo quadrat survey of the area.

803
00:38:42.600 --> 00:38:44.910
An engage activity you can start out with,

804
00:38:44.910 --> 00:38:47.520
as in the little presentation that's included,

805
00:38:47.520 --> 00:38:51.930
where we ask, "Which rocky intertidal area looks healthier?"

806
00:38:51.930 --> 00:38:53.880
So the students can compare the one on the left

807
00:38:53.880 --> 00:38:57.030
to the one on the right, talk to a neighbor about it,

808
00:38:57.030 --> 00:38:58.330
share their ideas out

809
00:38:59.220 --> 00:39:01.530
and, kind of, lead that into this idea,

810
00:39:01.530 --> 00:39:05.340
that some intertidal areas have more life than others.

811
00:39:05.340 --> 00:39:06.363
And why is that?

812
00:39:08.010 --> 00:39:08.857
We can also ask,

813
00:39:08.857 --> 00:39:11.790
"How can we explore and study subtidal habitat?"

814
00:39:11.790 --> 00:39:13.440
So if we go offshore

815
00:39:13.440 --> 00:39:16.680
and we wanna do this kinda science, how can that be done?

816
00:39:16.680 --> 00:39:19.260
Of course we have these things, ROVs,

817
00:39:19.260 --> 00:39:22.870
remotely operated vehicles, that can be used to do

818
00:39:23.812 --> 00:39:26.040
a transect or quadrat out there.

819
00:39:26.040 --> 00:39:28.500
So we have some photos from further offshore,

820
00:39:28.500 --> 00:39:31.560
that the students can use to do a similar activity.

821
00:39:31.560 --> 00:39:34.950
With lesson 5.3, we go a little further,

822
00:39:34.950 --> 00:39:36.990
out to those deep coral communities,

823
00:39:36.990 --> 00:39:39.000
which are also found in a number

824
00:39:39.000 --> 00:39:40.923
of national marine sanctuaries.

825
00:39:41.910 --> 00:39:44.280
Every time they go down with an ROV

826
00:39:44.280 --> 00:39:47.910
or submersible, they're finding new species.

827
00:39:47.910 --> 00:39:49.230
It's just remarkable.

828
00:39:49.230 --> 00:39:53.532
Including species like these beautiful creatures here.

829
00:39:53.532 --> 00:39:56.070
And so we have an identification guide

830
00:39:56.070 --> 00:39:57.540
for a number of the species.

831
00:39:57.540 --> 00:39:59.880
So they're learning them and then they can do

832
00:39:59.880 --> 00:40:03.690
simulated transects, that are in a video form.

833
00:40:03.690 --> 00:40:07.140
So we have videos from a number of sanctuaries,

834
00:40:07.140 --> 00:40:09.840
you can see a little list down at the bottom.

835
00:40:09.840 --> 00:40:12.870
Channel Islands, off the coast of southern California.

836
00:40:12.870 --> 00:40:16.500
Greater Farallones, the coast of central California.

837
00:40:16.500 --> 00:40:20.490
Cordell Bank, also located very close by there.

838
00:40:20.490 --> 00:40:23.460
Monterey Bay and Davidson Seamount.

839
00:40:23.460 --> 00:40:26.910
Of course Monterey Bay National Marine Sanctuary,

840
00:40:26.910 --> 00:40:29.910
very important biodiversity hotspot,

841
00:40:29.910 --> 00:40:31.503
off the coast of California.

842
00:40:32.490 --> 00:40:35.280
And also Olympic coast again.

843
00:40:35.280 --> 00:40:37.350
So the students watch this video,

844
00:40:37.350 --> 00:40:40.530
they record the names of the species they find

845
00:40:40.530 --> 00:40:43.050
at the different intervals.

846
00:40:43.050 --> 00:40:44.250
The numbers of them.

847
00:40:44.250 --> 00:40:47.280
And then record total abundance.

848
00:40:47.280 --> 00:40:49.620
So they're able to do real science,

849
00:40:49.620 --> 00:40:51.660
just like scientists would,

850
00:40:51.660 --> 00:40:55.473
using these tools that you can find online.

851
00:40:57.120 --> 00:41:00.120
So with that, I'm gonna turn it back over to Krista.

852
00:41:00.120 --> 00:41:01.710
<v ->Thank you.</v>

853
00:41:01.710 --> 00:41:05.250
And the last Ocean Literacy Principle 7,

854
00:41:05.250 --> 00:41:08.733
is the ocean is largely unexplored.

855
00:41:10.650 --> 00:41:12.810
We have three different lessons

856
00:41:12.810 --> 00:41:15.150
that fit with this principle.

857
00:41:15.150 --> 00:41:17.310
Surfacing Ocean Mysteries.

858
00:41:17.310 --> 00:41:18.660
Ocean Explorers.

859
00:41:18.660 --> 00:41:21.183
And Plan an Ocean Expedition.

860
00:41:22.830 --> 00:41:26.220
The first lesson, Surfacing Ocean Mysteries,

861
00:41:26.220 --> 00:41:28.890
we asked students to choose a phenomenon,

862
00:41:28.890 --> 00:41:30.090
an ocean phenomenon,

863
00:41:30.090 --> 00:41:34.500
to research and prepare a presentation or poster.

864
00:41:34.500 --> 00:41:37.470
And the last three lessons in this curriculum

865
00:41:37.470 --> 00:41:39.630
are more student-centered,

866
00:41:39.630 --> 00:41:42.600
with choices of topics to study.

867
00:41:42.600 --> 00:41:46.803
Research shows that choice helps keep students motivated.

868
00:41:47.820 --> 00:41:51.120
So we've provided a list of topics here,

869
00:41:51.120 --> 00:41:53.220
that students might choose.

870
00:41:53.220 --> 00:41:57.990
And these are centered around biology, geology

871
00:41:57.990 --> 00:42:01.770
and also, some ocean shipwrecks,

872
00:42:01.770 --> 00:42:03.510
are included here as well.

873
00:42:03.510 --> 00:42:05.880
And maybe actually, some great lake shipwrecks.

874
00:42:05.880 --> 00:42:07.530
Yes.

875
00:42:07.530 --> 00:42:09.090
So, here,

876
00:42:09.090 --> 00:42:11.740
we ask students to

877
00:42:13.050 --> 00:42:16.200
argue from evidence, why their topic is significant

878
00:42:16.200 --> 00:42:18.007
and how it relates to the statement,

879
00:42:18.007 --> 00:42:20.727
"The ocean is largely unexplored."

880
00:42:22.290 --> 00:42:24.780
They're also asked to explain the benefits

881
00:42:24.780 --> 00:42:27.090
of ocean exploration.

882
00:42:27.090 --> 00:42:31.710
And for this lesson, we suggest that you engage students

883
00:42:31.710 --> 00:42:34.200
by showing a video

884
00:42:34.200 --> 00:42:38.280
of some mysterious ocean phenomenon.

885
00:42:38.280 --> 00:42:42.690
And Nautilus Live, from Ocean Exploration Trust,

886
00:42:42.690 --> 00:42:46.470
has a treasure trove of short videos,

887
00:42:46.470 --> 00:42:48.480
that you can show students,

888
00:42:48.480 --> 00:42:51.573
with lots of mysterious things going on.

889
00:42:52.581 --> 00:42:54.150
<v ->Like that purple orb, for instance.</v>

890
00:42:54.150 --> 00:42:57.935
<v ->Yes, the purple orb video is one of our favorites.</v>

891
00:42:57.935 --> 00:42:59.970
(both laugh)

892
00:42:59.970 --> 00:43:04.170
Here is the activity sheet for this lesson.

893
00:43:04.170 --> 00:43:07.860
And it guides students through a series of questions,

894
00:43:07.860 --> 00:43:10.470
that helps them prepare for that

895
00:43:10.470 --> 00:43:13.893
culminating presentation or poster.

896
00:43:17.670 --> 00:43:21.360
And with each activity where we asked students

897
00:43:21.360 --> 00:43:26.190
to give a presentation, we've included a rubric with that.

898
00:43:26.190 --> 00:43:29.520
So, students are asked to

899
00:43:29.520 --> 00:43:31.650
fill out a score for themselves,

900
00:43:31.650 --> 00:43:34.380
give themselves a score before they present

901
00:43:34.380 --> 00:43:36.300
or complete their project.

902
00:43:36.300 --> 00:43:39.840
And then there's a teacher column there as well.

903
00:43:39.840 --> 00:43:43.113
So you can give them a grade as well.

904
00:43:45.540 --> 00:43:49.290
<v ->Alright, so the other lesson, like Krista mentioned,</v>

905
00:43:49.290 --> 00:43:54.060
7.2, is Ocean Explorers: Unlocking Mysteries.

906
00:43:54.060 --> 00:43:57.840
There's a big push in science education now,

907
00:43:57.840 --> 00:44:00.960
to provide students with ideas about careers

908
00:44:00.960 --> 00:44:02.550
they might pursue.

909
00:44:02.550 --> 00:44:04.950
And that's a focus of this lesson.

910
00:44:04.950 --> 00:44:09.720
Basically, we have examples of great marine biologists,

911
00:44:09.720 --> 00:44:12.450
geologists and archeologists,

912
00:44:12.450 --> 00:44:14.160
they might learn more about.

913
00:44:14.160 --> 00:44:17.820
As well as science communicators, filmmakers

914
00:44:17.820 --> 00:44:22.500
and technology experts, that all are able to work

915
00:44:22.500 --> 00:44:25.623
with their careers, related to the ocean.

916
00:44:26.460 --> 00:44:31.080
And so the students can research methods the scientists use.

917
00:44:31.080 --> 00:44:33.510
Challenges of exploring the ocean.

918
00:44:33.510 --> 00:44:37.740
As well as different ways science discoveries are shared.

919
00:44:37.740 --> 00:44:41.940
And so, again, here they can check off boxes

920
00:44:41.940 --> 00:44:44.910
of folks they'd like to learn more about,

921
00:44:44.910 --> 00:44:47.790
rank them and hopefully be able to choose

922
00:44:47.790 --> 00:44:50.160
one of their top selections,

923
00:44:50.160 --> 00:44:54.270
so that you can have a good diversity of folks represented,

924
00:44:54.270 --> 00:44:58.950
if you decide to share these as presentations, posters

925
00:44:58.950 --> 00:45:01.920
or we do provide a number of other examples

926
00:45:01.920 --> 00:45:04.710
of possibilities for the students to do.

927
00:45:04.710 --> 00:45:07.860
They might make a little video about this person.

928
00:45:07.860 --> 00:45:12.120
Or a public service announcement or a diorama.

929
00:45:12.120 --> 00:45:15.210
It's nice to give those students a choice of different types

930
00:45:15.210 --> 00:45:17.700
of artistic medium.

931
00:45:17.700 --> 00:45:20.703
Maybe they wanna write a story about them.

932
00:45:21.900 --> 00:45:24.660
And this can be a very creative process for students.

933
00:45:24.660 --> 00:45:27.210
And like Chris has said, there's so much research

934
00:45:27.210 --> 00:45:30.180
that supports the efficacy of this

935
00:45:30.180 --> 00:45:32.950
and how it can be motivating for students

936
00:45:33.900 --> 00:45:36.600
and also empowering for them to be able

937
00:45:36.600 --> 00:45:39.400
to learn a lot more about a field they're interested in.

938
00:45:41.010 --> 00:45:42.960
With lesson 7.3,

939
00:45:42.960 --> 00:45:47.130
this is a culminating experience that's designed to,

940
00:45:47.130 --> 00:45:49.710
kind of, build from everything the students learned

941
00:45:49.710 --> 00:45:51.270
throughout the curriculum,

942
00:45:51.270 --> 00:45:54.630
to help them plan an ocean expedition

943
00:45:54.630 --> 00:45:56.310
to a national marine sanctuary

944
00:45:56.310 --> 00:45:58.503
they'd like to learn more about.

945
00:45:59.730 --> 00:46:03.660
And so basically, they can research one of those mysteries

946
00:46:03.660 --> 00:46:04.740
more in depth.

947
00:46:04.740 --> 00:46:08.430
The professionals who explore out there,

948
00:46:08.430 --> 00:46:10.623
the different technologies they use.

949
00:46:11.490 --> 00:46:14.790
They can basically start with a question

950
00:46:14.790 --> 00:46:19.500
that they wanna investigate, just like scientists do.

951
00:46:19.500 --> 00:46:23.940
One of those phenomenon that we don't have answers to yet.

952
00:46:23.940 --> 00:46:27.330
And then they can think about what would be required

953
00:46:27.330 --> 00:46:28.890
to pull this off.

954
00:46:28.890 --> 00:46:32.130
So who would they need to hire to help them?

955
00:46:32.130 --> 00:46:34.110
If they wanna discover something at the bottom

956
00:46:34.110 --> 00:46:38.610
of the ocean, that takes a lot of planning and expertise.

957
00:46:38.610 --> 00:46:40.770
So, who would be needed?

958
00:46:40.770 --> 00:46:43.020
What equipment and technology would they need

959
00:46:43.020 --> 00:46:44.850
to make this happen?

960
00:46:44.850 --> 00:46:48.570
Again, there's a handout to help guide this process.

961
00:46:48.570 --> 00:46:52.050
There are links to resources online

962
00:46:52.050 --> 00:46:55.170
to help the students choose their questions

963
00:46:55.170 --> 00:46:56.523
and plan it from there.

964
00:46:57.390 --> 00:47:02.390
We have couple other handouts that have job titles,

965
00:47:02.940 --> 00:47:06.960
roughly how much it costs to hire these professionals.

966
00:47:06.960 --> 00:47:08.490
Students can think about how much time

967
00:47:08.490 --> 00:47:09.690
they would need them for

968
00:47:09.690 --> 00:47:11.820
and how much all of that would cost.

969
00:47:11.820 --> 00:47:13.980
They have a set budget here, to spend,

970
00:47:13.980 --> 00:47:17.073
so, we're bringing in math as well.

971
00:47:18.090 --> 00:47:20.910
And they can think about all the different technologies

972
00:47:20.910 --> 00:47:23.070
and how much that might cost

973
00:47:23.070 --> 00:47:24.600
to do this.

974
00:47:24.600 --> 00:47:27.210
And then, they're basically making a proposal.

975
00:47:27.210 --> 00:47:29.350
They can write a budget narrative

976
00:47:30.300 --> 00:47:32.070
and then this could be shared with the class.

977
00:47:32.070 --> 00:47:34.800
If you have time, they can present their proposals.

978
00:47:34.800 --> 00:47:38.610
And maybe you even have the students vote on

979
00:47:38.610 --> 00:47:42.150
which of these projects should be funded,

980
00:47:42.150 --> 00:47:47.133
to continue our deepening of our understanding of the ocean.

981
00:47:49.290 --> 00:47:52.530
So again, like with a lot of the lessons,

982
00:47:52.530 --> 00:47:54.660
as Krista said, we have rubrics.

983
00:47:54.660 --> 00:47:57.300
This is something that I discovered.

984
00:47:57.300 --> 00:47:59.760
I was a classroom teacher for over 12 years.

985
00:47:59.760 --> 00:48:02.340
I think it took me a good five or six years,

986
00:48:02.340 --> 00:48:05.490
to learn that a rubric just makes such a difference,

987
00:48:05.490 --> 00:48:08.460
in terms of the quality of projects

988
00:48:08.460 --> 00:48:09.960
you'll get from students.

989
00:48:09.960 --> 00:48:13.470
So, we wanted to provide these to you.

990
00:48:13.470 --> 00:48:16.380
Like Krista said, the students can score themselves

991
00:48:16.380 --> 00:48:19.800
and what that does is, they have a chance to go back,

992
00:48:19.800 --> 00:48:23.310
maybe they don't have all the content you were looking for

993
00:48:23.310 --> 00:48:26.460
or they haven't really practiced the delivery

994
00:48:26.460 --> 00:48:30.124
or they don't have any visuals that can really help

995
00:48:30.124 --> 00:48:32.160
tell their story.

996
00:48:32.160 --> 00:48:34.980
And so this gives them a chance to go back,

997
00:48:34.980 --> 00:48:36.210
add all of these components

998
00:48:36.210 --> 00:48:39.570
that you're looking for, score themselves.

999
00:48:39.570 --> 00:48:41.340
And then it's just amazing,

1000
00:48:41.340 --> 00:48:44.190
that, really all of the students can do well

1001
00:48:44.190 --> 00:48:46.650
with the support of a rubric like this.

1002
00:48:46.650 --> 00:48:49.410
Especially if we're talking about younger students,

1003
00:48:49.410 --> 00:48:52.170
you know, grade six, seven, eight.

1004
00:48:52.170 --> 00:48:55.350
This can really help them to do well.

1005
00:48:55.350 --> 00:48:57.030
And then, we suggest,

1006
00:48:57.030 --> 00:49:00.390
possibly even inviting community members to come down

1007
00:49:00.390 --> 00:49:04.593
and learn about these projects the students have created.

1008
00:49:05.580 --> 00:49:09.240
They have a chance to, kind of, share the learning

1009
00:49:09.240 --> 00:49:13.770
and celebrate the projects with the community.

1010
00:49:13.770 --> 00:49:18.510
And it's just amazing what the students can step up to.

1011
00:49:18.510 --> 00:49:20.130
If you have any really shy students,

1012
00:49:20.130 --> 00:49:21.330
that don't wanna present,

1013
00:49:21.330 --> 00:49:24.240
sometimes providing that option of doing a video

1014
00:49:24.240 --> 00:49:27.640
or another type of project, is a good

1015
00:49:29.190 --> 00:49:30.183
fallback plan.

1016
00:49:31.530 --> 00:49:33.750
Before we wrap up today, we wanted to be sure

1017
00:49:33.750 --> 00:49:37.620
to do a shout out to the Ocean Action Toolkit

1018
00:49:37.620 --> 00:49:40.230
or the Youth Ocean Action Toolkit,

1019
00:49:40.230 --> 00:49:44.430
which was also funded by the National Geographic Society.

1020
00:49:44.430 --> 00:49:47.160
And it was created by youth, for youth,

1021
00:49:47.160 --> 00:49:49.920
to be able to learn about the ocean

1022
00:49:49.920 --> 00:49:53.340
and then take action to help it.

1023
00:49:53.340 --> 00:49:57.370
Of course, all of our lessons we've been sharing today, are

1024
00:49:58.230 --> 00:50:01.230
designed to be hopeful and empowering for the students.

1025
00:50:01.230 --> 00:50:04.140
There are also many challenges we're facing

1026
00:50:04.140 --> 00:50:05.100
around the world.

1027
00:50:05.100 --> 00:50:07.870
And we feel that the youth can really be

1028
00:50:08.730 --> 00:50:11.610
an important part of solving these challenges.

1029
00:50:11.610 --> 00:50:15.960
And this toolkit is a wonderful resource to help do that.

1030
00:50:15.960 --> 00:50:18.633
It was created by the Ocean Foundation,

1031
00:50:19.950 --> 00:50:22.200
in collaboration with other partners.

1032
00:50:22.200 --> 00:50:23.640
So check it at the link.

1033
00:50:23.640 --> 00:50:26.433
I believe it's in chats as well.

1034
00:50:27.360 --> 00:50:31.680
And with that, I think we're gonna shift over to questions.

1035
00:50:31.680 --> 00:50:35.250
Thank you so much for joining us today.

1036
00:50:35.250 --> 00:50:38.015
We had a lot of people on, so, sorry we weren't

1037
00:50:38.015 --> 00:50:41.850
as interactive as we often like to be.

1038
00:50:41.850 --> 00:50:43.560
But we can be interactive,

1039
00:50:43.560 --> 00:50:46.920
at least in terms of adding questions to chats.

1040
00:50:46.920 --> 00:50:49.350
So please go ahead and do that.

1041
00:50:49.350 --> 00:50:51.180
If you have anything on your mind,

1042
00:50:51.180 --> 00:50:54.930
we'd love to have a little discussion here.

1043
00:50:54.930 --> 00:50:58.980
Thank you again, to Tracy Hajduk and Claire Fackler,

1044
00:50:58.980 --> 00:51:01.950
from NOAA, for making this happen today.

1045
00:51:01.950 --> 00:51:04.920
It's been such an honor to work with NOAA on this project.

1046
00:51:04.920 --> 00:51:08.040
And Krista and I are here to answer questions now

1047
00:51:08.040 --> 00:51:10.560
or if you think of them in the future.

1048
00:51:10.560 --> 00:51:11.460
<v ->Absolutely.</v>

1049
00:51:11.460 --> 00:51:12.870
Thank you.

1050
00:51:12.870 --> 00:51:13.703
<v ->Fantastic.</v>

1051
00:51:15.210 --> 00:51:16.710
<v ->Thanks.</v>

1052
00:51:16.710 --> 00:51:18.840
<v ->Yeah, thank you so much Rick and Krista,</v>

1053
00:51:18.840 --> 00:51:21.570
for joining us and Tracy as well.

1054
00:51:21.570 --> 00:51:23.400
There's a couple of questions coming in,

1055
00:51:23.400 --> 00:51:26.430
so we'll give people a minute here and feedback.

1056
00:51:26.430 --> 00:51:28.230
We've got someone saying, "Wonderful!"

1057
00:51:28.230 --> 00:51:32.230
With lots of exclamation points, so they're happy to see

1058
00:51:33.210 --> 00:51:36.690
a great selection of new ocean literacy materials

1059
00:51:36.690 --> 00:51:38.850
to bring into their classrooms.

1060
00:51:38.850 --> 00:51:41.670
A few things, I think we kind of, addressed them over

1061
00:51:41.670 --> 00:51:45.063
the GoToWebinar control panel

1062
00:51:45.063 --> 00:51:46.170
but, the links, like,

1063
00:51:46.170 --> 00:51:48.060
when you were showing the activity sheets

1064
00:51:48.060 --> 00:51:51.330
and, like, the concept maps, like, yes,

1065
00:51:51.330 --> 00:51:53.580
all of those links are available online.

1066
00:51:53.580 --> 00:51:56.193
I put those specific links into the chat.

1067
00:51:57.030 --> 00:52:00.780
But if you go to the Exploring Ocean Mysteries homepage,

1068
00:52:00.780 --> 00:52:03.750
which we've put into the chat a few times,

1069
00:52:03.750 --> 00:52:06.420
you can then drill down into each lesson

1070
00:52:06.420 --> 00:52:09.660
and then that's where you can download a PDF of the lesson

1071
00:52:09.660 --> 00:52:12.513
and the handouts and the slides and all that good stuff.

1072
00:52:15.397 --> 00:52:18.180
I'm recording, questions coming in about recording.

1073
00:52:18.180 --> 00:52:20.520
So yes, in about a week or so,

1074
00:52:20.520 --> 00:52:22.143
a recording of today's presentation

1075
00:52:22.143 --> 00:52:23.820
will be available online,

1076
00:52:23.820 --> 00:52:26.400
so you can certainly share it with other colleagues

1077
00:52:26.400 --> 00:52:29.760
and friends and teachers, so that they can get a little

1078
00:52:29.760 --> 00:52:33.240
snapshot of several of the lessons in

1079
00:52:33.240 --> 00:52:35.583
this new set of curriculum.

1080
00:52:37.920 --> 00:52:39.030
Okay, let's see.

1081
00:52:39.030 --> 00:52:40.623
What do you think Tracy?

1082
00:52:45.420 --> 00:52:46.700
<v ->The other thing I just wanna point out too,</v>

1083
00:52:46.700 --> 00:52:48.720
is our partner, which we've mentioned a little bit

1084
00:52:48.720 --> 00:52:51.120
but the National Marine Sanctuary Foundation as well,

1085
00:52:51.120 --> 00:52:54.900
was the ones who were able to,

1086
00:52:54.900 --> 00:52:56.670
again, work with National Geographic,

1087
00:52:56.670 --> 00:52:59.370
to receive the funding for this project.

1088
00:52:59.370 --> 00:53:03.240
And so we wanted to thank our foundation partners as well,

1089
00:53:03.240 --> 00:53:05.073
for their work on this.

1090
00:53:07.110 --> 00:53:07.943
<v ->Thank you Tracy.</v>

1091
00:53:07.943 --> 00:53:09.510
Yes, we couldn't have done it without them.

1092
00:53:09.510 --> 00:53:10.503
Great team effort.

1093
00:53:12.360 --> 00:53:14.260
<v ->Fantastic, sorry to interrupt there.</v>

1094
00:53:15.300 --> 00:53:17.640
So we've got a comment and a question here.

1095
00:53:17.640 --> 00:53:19.080
Thank you for doing this.

1096
00:53:19.080 --> 00:53:22.260
My high school students always respond well

1097
00:53:22.260 --> 00:53:26.430
to interactive computer simulation-type sites.

1098
00:53:26.430 --> 00:53:29.370
Are there some that you'd recommend in particular?

1099
00:53:29.370 --> 00:53:32.283
I've become a big fan of windy.com, for instance.

1100
00:53:33.210 --> 00:53:37.143
<v ->Yes and we do link to some from the curriculum.</v>

1101
00:53:38.100 --> 00:53:40.260
I'm curious, what was the name of that one again?

1102
00:53:40.260 --> 00:53:41.970
I don't think I've tried that one yet.

1103
00:53:41.970 --> 00:53:45.990
<v ->Oh, windy, like, as in wind, with a Y .com</v>

1104
00:53:45.990 --> 00:53:48.420
so you can actually see the direction

1105
00:53:48.420 --> 00:53:51.510
and speed of wind coming in.

1106
00:53:51.510 --> 00:53:52.343
<v ->Nice.</v>

1107
00:53:52.343 --> 00:53:54.180
<v ->Yeah, it's a pretty cool site.</v>

1108
00:53:54.180 --> 00:53:55.650
<v ->That's great, we'll check that.</v>

1109
00:53:55.650 --> 00:53:58.170
Another one we link to from the curriculum,

1110
00:53:58.170 --> 00:54:00.930
with principle three, we get into weather

1111
00:54:00.930 --> 00:54:03.840
and the ocean's effect on weather and climate.

1112
00:54:03.840 --> 00:54:08.100
And NOAA's created so many, really wonderful tools.

1113
00:54:08.100 --> 00:54:12.420
One of them, lets you basically look at all of the

1114
00:54:12.420 --> 00:54:14.700
ocean temperature data, over time.

1115
00:54:14.700 --> 00:54:17.430
So you can have the students explore the phenomena

1116
00:54:17.430 --> 00:54:19.830
of El Niño and La Niña.

1117
00:54:19.830 --> 00:54:24.060
And that lesson will guide you through that process.

1118
00:54:24.060 --> 00:54:26.400
But you basically click on parts of the ocean,

1119
00:54:26.400 --> 00:54:29.520
get the ocean temperature, it's all color-coded,

1120
00:54:29.520 --> 00:54:32.220
super engaging for students.

1121
00:54:32.220 --> 00:54:34.020
And then the students can think about,

1122
00:54:34.020 --> 00:54:35.898
what the temperatures were

1123
00:54:35.898 --> 00:54:38.460
at the different marine sanctuaries over time,

1124
00:54:38.460 --> 00:54:41.550
try to decide which ones were El Niño years,

1125
00:54:41.550 --> 00:54:44.130
which ones were La Niña.

1126
00:54:44.130 --> 00:54:45.060
If you're not familiar,

1127
00:54:45.060 --> 00:54:48.540
El Niño is usually where that warmer water

1128
00:54:48.540 --> 00:54:52.470
builds up, off the coast of South America.

1129
00:54:52.470 --> 00:54:55.860
And that has really dramatic impacts on our weather

1130
00:54:55.860 --> 00:54:58.290
in North America and around the world.

1131
00:54:58.290 --> 00:55:00.570
La Niña has the

1132
00:55:00.570 --> 00:55:04.380
cooler water, off the coast of South America.

1133
00:55:04.380 --> 00:55:08.910
And so that's an example of one of those great NOAA tools.

1134
00:55:08.910 --> 00:55:11.490
One of the other tools that I just found

1135
00:55:11.490 --> 00:55:15.703
so fascinating, was the bolus analysis tool.

1136
00:55:15.703 --> 00:55:16.536
<v ->Yes.</v>

1137
00:55:16.536 --> 00:55:17.369
<v ->Do you wanna talk about this one bun?</v>

1138
00:55:17.369 --> 00:55:18.814
<v ->Sure.</v>

1139
00:55:18.814 --> 00:55:22.731
So one of the lessons, I am looking at it, 6.2,

1140
00:55:24.210 --> 00:55:27.570
which is called, Clues from Albatross,

1141
00:55:27.570 --> 00:55:29.313
Determining Ocean Health.

1142
00:55:30.300 --> 00:55:33.630
That lesson has students looking

1143
00:55:33.630 --> 00:55:36.840
at these albatross boluses, which are.

1144
00:55:36.840 --> 00:55:38.190
<v ->What's a bolus?</v>

1145
00:55:38.190 --> 00:55:39.661
<v ->I'm gonna describe that.</v>

1146
00:55:39.661 --> 00:55:40.494
(both laugh)

1147
00:55:40.494 --> 00:55:45.270
It is a regurgitated collection of undigestible materials

1148
00:55:45.270 --> 00:55:48.250
that the fledgling birds

1149
00:55:49.140 --> 00:55:51.900
cough up, like in, owl pellet,

1150
00:55:51.900 --> 00:55:54.300
if you're familiar with owl pellets,

1151
00:55:54.300 --> 00:55:57.030
right before they fledge, before they leave the nest.

1152
00:55:57.030 --> 00:56:00.600
And there is an online tool that allows you

1153
00:56:00.600 --> 00:56:05.160
to examine one of these boluses that has been dissected,

1154
00:56:05.160 --> 00:56:06.990
essentially it's been taken apart.

1155
00:56:06.990 --> 00:56:10.080
So you can see all the components of that.

1156
00:56:10.080 --> 00:56:10.913
And

1157
00:56:12.360 --> 00:56:15.210
the tool actually allows you to measure

1158
00:56:15.210 --> 00:56:18.160
the different contents of the bolus

1159
00:56:19.186 --> 00:56:23.910
and just track what type of material that is.

1160
00:56:23.910 --> 00:56:25.770
There tends to be a lot of plastic now,

1161
00:56:25.770 --> 00:56:28.770
unfortunately, in those boluses.

1162
00:56:28.770 --> 00:56:31.950
So it's a really, really interactive,

1163
00:56:31.950 --> 00:56:34.080
very real world

1164
00:56:34.080 --> 00:56:37.710
lesson that way, that uses this great tool.

1165
00:56:37.710 --> 00:56:38.543
<v ->Yeah.</v>

1166
00:56:38.543 --> 00:56:40.260
So if you have access to technology,

1167
00:56:40.260 --> 00:56:42.660
there's the nice interactive version,

1168
00:56:42.660 --> 00:56:45.060
where the students can actually, like,

1169
00:56:45.060 --> 00:56:48.000
code the different parts of the bolus tool,

1170
00:56:48.000 --> 00:56:50.550
using the online program.

1171
00:56:50.550 --> 00:56:54.030
Or there's also paper versions, that you can use

1172
00:56:54.030 --> 00:56:55.683
as a backup plan.

1173
00:56:57.120 --> 00:56:58.075
So, yeah.

1174
00:56:58.075 --> 00:57:01.680
<v ->And then there was one other lesson that I thought about</v>

1175
00:57:01.680 --> 00:57:05.640
and that was, lesson 4.1, which is called,

1176
00:57:05.640 --> 00:57:08.280
an Ocean of Oxygen Producers.

1177
00:57:08.280 --> 00:57:12.450
And that doesn't have an interactive tool,

1178
00:57:12.450 --> 00:57:14.970
as much as an animation

1179
00:57:14.970 --> 00:57:18.810
of chlorophyll concentrations

1180
00:57:18.810 --> 00:57:20.340
in the ocean.

1181
00:57:20.340 --> 00:57:23.343
And it's just, kind of, mesmerizing,

1182
00:57:24.300 --> 00:57:27.990
to see the chlorophyll concentrations change

1183
00:57:27.990 --> 00:57:30.810
over time and seasonally.

1184
00:57:30.810 --> 00:57:33.660
So that is one way that we try to engage the students

1185
00:57:33.660 --> 00:57:36.717
and ask them, "What is this that you're observing?"

1186
00:57:38.190 --> 00:57:40.470
<v ->Yeah and from those phenomenon,</v>

1187
00:57:40.470 --> 00:57:41.303
that's where, you know,

1188
00:57:41.303 --> 00:57:43.440
the students are really thinking.

1189
00:57:43.440 --> 00:57:46.710
That example of the bolus for instance.

1190
00:57:46.710 --> 00:57:49.020
I mean, it just really tells that story,

1191
00:57:49.020 --> 00:57:51.540
when you see that the quantity of plastic

1192
00:57:51.540 --> 00:57:55.920
that each one of these albatross chicks is coughing up.

1193
00:57:55.920 --> 00:57:57.220
It's just really

1194
00:57:58.590 --> 00:58:02.490
disturbing and also motivating for us.

1195
00:58:02.490 --> 00:58:05.190
We've become very anti-plastic in our house,

1196
00:58:05.190 --> 00:58:07.440
especially single-use plastics.

1197
00:58:07.440 --> 00:58:10.920
And we find that when students experience

1198
00:58:10.920 --> 00:58:12.033
something like that,

1199
00:58:12.960 --> 00:58:17.280
these are very charismatic animals too, it's motivating.

1200
00:58:17.280 --> 00:58:20.490
And then, maybe the students are motivated

1201
00:58:20.490 --> 00:58:21.540
to go do some kind of

1202
00:58:21.540 --> 00:58:24.720
environmental service learning project from that.

1203
00:58:24.720 --> 00:58:27.690
The Watersheds to Whales lesson for instance,

1204
00:58:27.690 --> 00:58:28.707
will give you some ideas

1205
00:58:28.707 --> 00:58:31.650
and the students can generate these ideas of things

1206
00:58:31.650 --> 00:58:33.660
that you could do as a class.

1207
00:58:33.660 --> 00:58:35.520
Even something as simple as just going out

1208
00:58:35.520 --> 00:58:38.340
to the school yard and picking up plastic trash

1209
00:58:38.340 --> 00:58:41.670
and other trash out there, can have a huge impact.

1210
00:58:41.670 --> 00:58:43.870
'Cause of course everything that flows

1211
00:58:45.300 --> 00:58:47.700
downstream, will eventually make it back to the ocean.

1212
00:58:47.700 --> 00:58:51.300
So we can play a really important part of all that.

1213
00:58:51.300 --> 00:58:54.360
And these activities are designed to,

1214
00:58:54.360 --> 00:58:58.440
kinda, lead students into directions like that, without,

1215
00:58:58.440 --> 00:59:00.450
you know, necessarily hitting them over the head

1216
00:59:00.450 --> 00:59:01.770
with the ocean challenges.

1217
00:59:01.770 --> 00:59:03.720
But just, factually

1218
00:59:03.720 --> 00:59:08.160
and through these experiences, being encouraged

1219
00:59:08.160 --> 00:59:10.440
to care about these issues.

1220
00:59:10.440 --> 00:59:13.290
The science, as well as the, you know,

1221
00:59:13.290 --> 00:59:15.783
environmental importance of it all.

1222
00:59:16.770 --> 00:59:17.603
Any other questions?

1223
00:59:17.603 --> 00:59:19.560
<v ->Well, yeah, thank you so much.</v>

1224
00:59:19.560 --> 00:59:21.210
We have to wrap up here.

1225
00:59:21.210 --> 00:59:24.390
There was a teacher that says they've used those boluses

1226
00:59:24.390 --> 00:59:26.280
with their fifth graders and even the adults

1227
00:59:26.280 --> 00:59:27.780
and parents are still talking about it.

1228
00:59:27.780 --> 00:59:29.310
So pretty impactful.

1229
00:59:29.310 --> 00:59:30.960
But just to wrap up.

1230
00:59:30.960 --> 00:59:31.911
<v ->Yeah.</v>

1231
00:59:31.911 --> 00:59:33.240
<v ->In the last minute here,</v>

1232
00:59:33.240 --> 00:59:34.980
wanted to let everyone know again,

1233
00:59:34.980 --> 00:59:37.410
that there's a archive of the recording

1234
00:59:37.410 --> 00:59:39.540
that will be made available shortly.

1235
00:59:39.540 --> 00:59:42.180
You'll get a link to it in a follow up email,

1236
00:59:42.180 --> 00:59:45.153
so no need to worry about that lengthy URL.

1237
00:59:46.020 --> 00:59:48.600
All of our live attendees

1238
00:59:48.600 --> 00:59:50.880
and anyone that's watching the recording,

1239
00:59:50.880 --> 00:59:52.020
that gets to this point,

1240
00:59:52.020 --> 00:59:55.020
you can email, sanctuary.education@NOAA.gov.

1241
00:59:55.020 --> 00:59:57.030
That is if you're watching the recording.

1242
00:59:57.030 --> 00:59:59.190
If you're here live, you will get an email

1243
00:59:59.190 --> 01:00:01.170
with your certificate of attendance,

1244
01:00:01.170 --> 01:00:03.090
which gives you one contact hour

1245
01:00:03.090 --> 01:00:05.790
of professional development.

1246
01:00:05.790 --> 01:00:07.830
I wanted to also just give a little plug.

1247
01:00:07.830 --> 01:00:10.200
We have a lot of great webinars in February,

1248
01:00:10.200 --> 01:00:12.420
so, if you're interested in,

1249
01:00:12.420 --> 01:00:14.370
Fish with Chips: Tracking Fish Movement

1250
01:00:14.370 --> 01:00:16.260
in our Flower Garden Banks Sanctuary,

1251
01:00:16.260 --> 01:00:17.850
which is in the Gulf of Mexico.

1252
01:00:17.850 --> 01:00:19.740
There's a session tomorrow.

1253
01:00:19.740 --> 01:00:22.410
If you wanna learn a little bit more about

1254
01:00:22.410 --> 01:00:23.820
a group that's working together

1255
01:00:23.820 --> 01:00:27.030
to remove marine debris in the Pacific Northwest,

1256
01:00:27.030 --> 01:00:29.340
that's on February 27th.

1257
01:00:29.340 --> 01:00:32.460
And back to corals, with Chasing Microbes,

1258
01:00:32.460 --> 01:00:37.140
diving into the mystery of coral disease, on February 28th.

1259
01:00:37.140 --> 01:00:39.270
All of that's on our webinar page.

1260
01:00:39.270 --> 01:00:41.670
I'll shoot out a link in a minute.

1261
01:00:41.670 --> 01:00:43.920
In terms of evaluation,

1262
01:00:43.920 --> 01:00:47.130
we've been doing this series since 2016

1263
01:00:47.130 --> 01:00:49.290
and we have some robust evaluation.

1264
01:00:49.290 --> 01:00:52.140
So, when you close out of the GoToWebinar,

1265
01:00:52.140 --> 01:00:55.950
there will be five questions that pop up.

1266
01:00:55.950 --> 01:00:57.840
And if you could just take less than a minute

1267
01:00:57.840 --> 01:00:59.880
to respond to those questions,

1268
01:00:59.880 --> 01:01:03.060
as well as maybe let us know about any topics

1269
01:01:03.060 --> 01:01:05.730
that might be of interest, for future webinars,

1270
01:01:05.730 --> 01:01:07.110
we would love to hear from you.

1271
01:01:07.110 --> 01:01:08.073
So thank you.

1272
01:01:09.000 --> 01:01:13.560
With that, we can conclude today's presentation.

1273
01:01:13.560 --> 01:01:17.460
So thank you so much everyone for your time.

1274
01:01:17.460 --> 01:01:19.500
Let's see, what link did I promise you?

1275
01:01:19.500 --> 01:01:21.720
Oh, the current webinars.

1276
01:01:21.720 --> 01:01:23.250
So I'll get that plugged in for anyone

1277
01:01:23.250 --> 01:01:25.590
that's still on board.

1278
01:01:25.590 --> 01:01:27.240
<v ->Thanks again, Claire and Tracy.</v>

1279
01:01:27.240 --> 01:01:29.070
It's been so much fun working with you.

1280
01:01:29.070 --> 01:01:30.660
And you all are marvels,

1281
01:01:30.660 --> 01:01:33.240
doing this every week for so many years.

1282
01:01:33.240 --> 01:01:34.203
It's really great.

1283
01:01:35.370 --> 01:01:37.320
And we invite everyone to live with puns,

1284
01:01:37.320 --> 01:01:38.610
purpose and hope.

1285
01:01:38.610 --> 01:01:40.020
See you next time.

1286
01:01:40.020 --> 01:01:40.853
Thanks everybody.

1287
01:01:40.853 --> 01:01:42.210
<v ->Excellent, thank you everyone.</v>

1288
01:01:42.210 --> 01:01:44.490
This concludes today's presentation.

1289
01:01:44.490 --> 01:01:45.323
Bye-Bye.

1290
01:01:45.323 --> 01:01:46.156
<v ->Thank you.</v>

1291
01:01:46.156 --> 01:01:46.989
<v ->Bye-Bye.</v>