WEBVTT
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Welcome everyone,
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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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Great, thank you Claire, for that nice introduction.
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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 & 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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Thank you so much, Tracy.
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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.
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Then Exploring Marine Sanctuaries,
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Watersheds to Whales.
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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,
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we now know they're all connected
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by things like, ocean currents.
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And we have ocean basins but it's all the one ocean.
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So, this Mapping Friendly Floaties lesson
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is designed to teach that concept.
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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.
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So each lesson starts with a phenomena,
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something that gets the students curious and excited
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to know more.
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Then we have them explore a topic.
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To, kind of, play with it
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and just learn about it while doing.
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With this activity, the engage
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aspect is to tell this story,
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which is a true story of rubber duckies that went overboard
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and some other toys,
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they called them, the friendly floaties, in 1992,
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in the North Pacific.
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And we asked the students to think about
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what's happened with them.
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And then they can explain back their ideas,
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as they've gone through the explore phase.
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We also have enrich/extend activities in each lesson.
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And evaluate, ways to see what the students are learning
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and help you to improve over time.
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So there's little presentations with most of the lessons.
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This one just introduces the story of the friendly floaties,
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where they went overboard in the North Pacific,
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all 29,000 of them.
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And we asked students to imagine that they're one of those
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floating toys and where they might go and why.
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So they can turn to a neighbor, talk about their ideas,
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share them back as a class
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or record them in science notebooks.
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We also have maps that you can use,
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to have them mark ideas of where they might have gone.
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Both a paper version, as well as an online tool,
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using ArcGIS Online, which is the cousin
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of National Geographic's Mapmaker program.
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Mapmaker hadn't been updated when we wrote the lesson,
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so that's why we did ArcGIS Online
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but you can really use either.
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Either tool works great.
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And with those tools,
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there are different layers you can turn on.
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This is the layer in ArcGIS Online,
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called, Major Ocean Currents.
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And you'll see in the lesson,
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there's a direct link,
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that'll take you to this activity
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that we built from an existing National Geographic
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activity and added the additional components to it.
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And this wonderful resource lets you turn on
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the ocean currents.
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So now the students have predicted
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where these floaties might have gone.
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And with this additional information,
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they can look at those red arrows showing the warm currents,
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blue arrows showing the cold water currents
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and revise their prediction,
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where these might have gone, based on the currents
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that flow through our global ocean.
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You can show them another slide from the presentation,
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as well as another layer, from the ArcGIS Online map,
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that shows the prevailing winds.
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And they can again revise their predictions,
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with this additional information and create maps.
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So, there's a handout, which you can either pass out
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to the students or distribute electronically.
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The handouts are also able to be filled out online.
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Soc, there's little blue boxes
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that the students can just type into,
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if you want to distribute this through Google Classroom
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or via email or another system,
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your learning management system, whatever you use.
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And now the students have these tools,
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where they can take this extra information,
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it's places where these floaties were found
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and they can add those to the maps,
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add their arrows of the cold water currents,
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the warm water currents, prevailing winds.
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This can all be added to their maps.
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This is, kind of, the start of it here,
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showing that extra information,
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the location of a couple of floaties.
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And then these can be shared back with the class.
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The students maybe could use a document camera
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to share their paper maps, if you did it that way.
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Or a data projector to show the ArcGIS Online maps.
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And then you can talk about it as a class,
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where they might have gone and how they got there.
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And of course, some of these places are
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over on the east coast
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or they're even in the United Kingdom.
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And so it just brings up very interesting discussions
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about how these floaties actually did flow
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up near the North Pole,
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got frozen in the ice and eventually melted
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and continued on their journey.
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And they're still continuing around the worlds to this day.
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00:17:46.170 --> 00:17:48.000
So we also asked the students to think about
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where the floaties might have traveled to,
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in terms of national marine sanctuaries.
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So, here's the map again, the students can think about
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where they might have gone and why.
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And of course they could have visited,
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just about all the floaties, either as the intact floaty
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or some of the students may know about microplastics
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and how they can be continuing around
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in smaller particles too.
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Everything in the curriculum,
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is also translated into Spanish.
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So thank you so much to Victoria Martinez Adalid,
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who was a wonderful partner,
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totally pro and that will all be on the NOAA website soon,
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if it's not already.
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If you don't see it and you would like them,
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00:18:33.810 --> 00:18:38.040
you can email me, rick@engagingeverystudent.com.
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00:18:38.040 --> 00:18:41.100
We can also share editable versions of any of the files,
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00:18:41.100 --> 00:18:44.523
if you'd like to make any changes to handouts or anything.
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00:18:46.530 --> 00:18:47.760
So with all these lessons,
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we are trying to give the chance for students
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to make personal connections to the content.
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One of the lessons for principle one is,
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Watersheds to whales.
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00:18:58.110 --> 00:19:00.810
So thinking about how the precipitation
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00:19:00.810 --> 00:19:03.750
that falls in their area will flow through
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and eventually make it back to the ocean.
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For example, they can think about foods that are important
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to them and their families.
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You might have cultural connections.
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00:19:14.370 --> 00:19:15.600
You can have a day,
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maybe where students share some of those
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00:19:18.330 --> 00:19:20.343
important things, in class.
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00:19:21.240 --> 00:19:23.790
Some of the other lessons talk about oxygen production,
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00:19:23.790 --> 00:19:28.410
weather, recreation, some of the inspiring organisms.
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00:19:28.410 --> 00:19:30.540
And we're really trying to help
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00:19:30.540 --> 00:19:33.483
foster those deeper connections with the ocean.
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00:19:35.100 --> 00:19:37.590
So with that, let's take a a quick pause
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00:19:37.590 --> 00:19:39.870
and we're gonna use a tool called, Slido.
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00:19:39.870 --> 00:19:42.240
If you're not familiar, it's slido.com.
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00:19:42.240 --> 00:19:43.410
You can bring that up.
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00:19:43.410 --> 00:19:47.040
And we'd like you just to add a word or phrase,
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00:19:47.040 --> 00:19:48.963
using this Slido here.
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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
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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
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00:20:08.270 --> 00:20:10.590
at that QR code on the screen
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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,
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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
How does the ocean connect to your life personally?
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00:20:26.130 --> 00:20:27.210
Did you read that?
441
00:20:27.210 --> 00:20:28.280
Oh, I thought I did.
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.
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00:20:32.670 --> 00:20:34.590
Inspiration.
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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
Definitely in the top three.
450
00:20:48.930 --> 00:20:51.870
Get to the ocean and it's instant relaxation, right.
451
00:20:51.870 --> 00:20:53.190
Right.
452
00:20:53.190 --> 00:20:54.023
Excellent.
453
00:20:54.023 --> 00:20:54.856
Health.
454
00:20:54.856 --> 00:20:56.460
Therapy.
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00:20:56.460 --> 00:20:57.293
Fun.
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00:20:57.293 --> 00:20:59.580
My church, nice.
457
00:20:59.580 --> 00:21:01.770
Love of whales.
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00:21:01.770 --> 00:21:02.760
Wonderful.
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.
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00:21:11.976 --> 00:21:13.320
Our code.
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00:21:13.320 --> 00:21:15.630
If you haven't typed it in yet, that is the code,
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00:21:15.630 --> 00:21:17.490
if you go to slido.com.
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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
Yep.
473
00:21:34.733 --> 00:21:35.760
Okay, you can keep adding those,
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
Thank you Rick.
478
00:21:46.890 --> 00:21:50.130
I'll be talking about Ocean Literacy Principle 2.
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00:21:50.130 --> 00:21:53.040
And the lessons that go along with that.
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00:21:53.040 --> 00:21:56.040
But I also wanted to mention that
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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,
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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
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00:22:15.810 --> 00:22:17.950
but the lessons are also
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00:22:19.260 --> 00:22:20.370
standalone.
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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.
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00:22:30.030 --> 00:22:31.680
So,
493
00:22:31.680 --> 00:22:32.760
I'll be
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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.
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00:22:39.150 --> 00:22:42.120
That is Ocean Literacy Principle 2.
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00:22:42.120 --> 00:22:43.950
And there are two lessons that fit
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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
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00:23:07.110 --> 00:23:10.290
is, why do coastlines on the east
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00:23:10.290 --> 00:23:14.280
and west coast look so different from each other?
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00:23:14.280 --> 00:23:16.590
So here are a couple of photos
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00:23:16.590 --> 00:23:19.860
that are included in the curriculum
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00:23:19.860 --> 00:23:22.230
and take a moment to think about
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00:23:22.230 --> 00:23:26.313
how and why these two photographs are different.
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00:23:30.360 --> 00:23:32.490
So like I mentioned, in this lesson,
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00:23:32.490 --> 00:23:34.500
we include photos of different features
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00:23:34.500 --> 00:23:36.720
that students take a look at.
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00:23:36.720 --> 00:23:40.410
And one tool that we suggest you can use with students,
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00:23:40.410 --> 00:23:43.200
to give them a more three dimensional look at these
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00:23:43.200 --> 00:23:45.570
features, is Google Earth.
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00:23:45.570 --> 00:23:49.860
If you plug in a location, it'll bring up a beautiful
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00:23:49.860 --> 00:23:52.470
aerial view of that location.
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00:23:52.470 --> 00:23:55.863
So that is one thing you can use with your students.
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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.
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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
I think it is.
669
00:31:54.180 --> 00:31:56.010
All right, so how did the ocean
670
00:31:56.010 --> 00:31:58.233
greet the national marine sanctuary?
671
00:31:59.460 --> 00:32:00.910
Everybody have your answer?
672
00:32:01.820 --> 00:32:03.630
We think it just waved.
673
00:32:03.630 --> 00:32:05.072
Nice
674
00:32:05.072 --> 00:32:07.830
And thank you to Krista's awesome dad, Brent,
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
Why don't algae go out on dates?
687
00:32:41.130 --> 00:32:42.000
I think it's because
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
But seriously, almost all life in the ocean depends on
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
Yes, you'll see in the curriculum,
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
Thank you.
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
Like that purple orb, for instance.
890
00:42:54.150 --> 00:42:57.935
Yes, the purple orb video is one of our favorites.
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
Alright, so the other lesson, like Krista mentioned,
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
Absolutely.
1049
00:51:11.460 --> 00:51:12.870
Thank you.
1050
00:51:12.870 --> 00:51:13.703
Fantastic.
1051
00:51:15.210 --> 00:51:16.710
Thanks.
1052
00:51:16.710 --> 00:51:18.840
Yeah, thank you so much Rick and Krista,
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
The other thing I just wanna point out too,
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
Thank you Tracy.
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
Fantastic, sorry to interrupt there.
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
Yes and we do link to some from the curriculum.
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
Oh, windy, like, as in wind, with a Y .com
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
Nice.
1107
00:53:52.343 --> 00:53:54.180
Yeah, it's a pretty cool site.
1108
00:53:54.180 --> 00:53:55.650
That's great, we'll check that.
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
Yes.
1137
00:55:16.536 --> 00:55:17.369
Do you wanna talk about this one bun?
1138
00:55:17.369 --> 00:55:18.814
Sure.
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
What's a bolus?
1145
00:55:38.190 --> 00:55:39.661
I'm gonna describe that.
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
Yeah.
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
And then there was one other lesson that I thought about
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
Yeah and from those phenomenon,
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
Well, yeah, thank you so much.
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
Yeah.
1231
00:59:31.911 --> 00:59:33.240
In the last minute here,
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
Thanks again, Claire and Tracy.
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
Excellent, thank you everyone.
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
Thank you.
1291
01:01:46.156 --> 01:01:46.989
Bye-Bye.