-: Welcome everyone,
to our National Marine Sanctuaries Webinar Series.
So we're so pleased to have you joining us today,
as part of this distance learning program.
And it's hosted by our
NOAA Office of National Marine Sanctuaries.
And we find that this is a great way
for us to connect with educators
and other interested people,
to provide you with some educational
and scientific expertise, as well as educational materials
and training, to support ocean and climate literacy,
with your different audiences.
So with that, I wanted to let you know
that all attendees will be in listen only mode,
during today's presentation.
You have an opportunity to ask questions or provide feedback
or comments, in the, GoToWebinar control panel.
If you're having any audio
or other types of technical issues,
please put 'em in there.
And after the introduction,
I'm happy to help you as best as I can.
With that, after our presentation, we'll be doing a Q and A.
And I'll start with introducing myself.
So my name is Claire Fackler.
And I am the National Education Liaison
of the NOAA Office of National Marine Sanctuaries.
So I wanted to share a little introduction
to who's hosting this webinar today.
You're looking at the National Marine Sanctuary System.
which is like the National Park system
but these parks are underwater.
We call 'em National Marine Sanctuaries
and Marine National Monuments.
NOAA manages over 620,000
square miles of ocean and Great Lakes treasures,
that we're protecting now and for the future.
So each of the white dots on the map
represent a national marine sanctuary.
Those underwater parks.
The two triangles are marine national monuments,
another name for an underwater park.
And then these little yellow boxes,
we're kind of in unprecedented time right now,
where we're expanding the sanctuary system,
so these are all proposed sites
to become part of our system.
And this is part of President Biden's America the Beautiful.
And the international 30 by 30 global initiative,
which is protecting 30% of our global public lands
and waters, by the year 2030.
So going back to sanctuaries, these are the underwater parks
that are set aside for a variety of reasons.
Things like, it could be the biodiversity
of these amazing underwater areas.
Or the shipwrecks and the other cultural
and maritime heritage that can be found there.
All in all, these national marine sanctuaries
provide shelter for threatened and endangered animals,
like this Hawaiian green sea turtle.
We are mandated by Congress, to do education
and outreach.
We're mandated to do research
and monitoring of these underwater parks,
all to help protect the resource.
When I say resource, I mean, like the ecosystems,
the habitats, the plants and animals.
And these are special ocean places that we want people
to visit and enjoy and recreate.
Just like you would a national park
or a national forest, state park.
We want you to get into your sanctuary,
to respect it, to enjoy it,
ultimately, to protect it.
So things that you can do
in your national marine sanctuaries, are things like, kayak,
you can even fish,
snorkel,
scuba dive,
surf,
get on a boat and view marine life.
And, in many cases, if you haven't already
and you get into your sanctuary, you'll be so inspired,
that you might even wanna join us and become a volunteer.
So with that, let's go ahead
and introduce one of our guest guests today.
This is Tracy Hajduk,
who's the National Education Coordinator,
at the same office,
NOAA's Office of National Marine Sanctuaries.
Tracy, take it away.
-: Great, thank you Claire, for that nice introduction.
So I am here today to go through the agenda
of the evening, for everyone, so we know what is up
and coming in the presentation.
And then next,
I'll talk a little bit about some of the
materials that we're gonna go through.
So our agenda tonight,
starts with going through ocean literacy principles,
hopefully something that you may have heard of before.
And if not, I will give a quick overview.
Next we'll do some land and water acknowledgement.
And then we're gonna get into those 17 lessons
that are part of this series,
the Exploring Ocean Mysteries.
So there's 17 lessons
and we'll do a quick overview of those.
Throughout that time, we'll discuss ways
to meet our next generation science standards.
And we will be throwing in some silly ocean humor
occasionally, to make sure that everyone stays awake
and engaged with our ocean topic.
So, ocean literacy.
If you've not heard of ocean literacy, first of all,
there is an actual little paper brochure that you can get,
as well as find this information online.
We'll have a website up in just a second.
Ocean literacy means it's an understanding
of the ocean's influence on you
and your influence on the ocean.
And what it means is, there's actually seven essential
principles and then fundamental concepts,
that tell you, in general,
the most, kind of, important things to know about the ocean.
Those seven essential principles are listed on the screen
and we'll be going through those.
Those are the guiding principles of what these lessons
were built around.
And then you can see what an ocean literate person is.
They understand the principles.
They can communicate about them.
And very importantly,
can make informed or responsible decisions
regarding ocean literacy.
On the next slide we're gonna talk a little bit about
some new stuff with ocean literacy, that again,
you may not be familiar with.
So the guide, again, this little pamphlet
and you can also get it online, is referred to, the Guide.
Recently, there's also been, what's called the,
Scope & Sequence for grades K through 12.
This really breaks down
all of those fundamental concepts,
into detailed things about what students would
need to learn, what skills they would have to have
and concepts they would need to know,
to understand ocean literacy.
There's also NGSS or Next Generation Science Standards
alignment to the principles.
And even a survey.
And all of this has been, kind of, put together,
as to refer to as, The Framework.
There's a great handbook that explains it all.
And it can be found on that website below,
that we will also drop into the chat, in just a minute.
So with that, I am going to introduce our
two presenters tonight.
Lemme get their bios in front of me, so I can make sure
to tell you about all of the work that they've done.
We've been so pleased to work with both,
Rick Reynolds and Krista Reynolds.
Rick has been an educator
and a developer of educational resources for 30 years.
He started his career as a passionate K through 12 teacher
and now creates curriculum, multimedia content
and web-based resources, through Engaging Every Student,
the organization he founded in 2009.
He has authored or co-authored 20 books
of curriculum guides.
And is an enthusiastic trainer of formal
and non-formal educators,
with a passion for environmental education
and helping all ages connect with nature.
He's honored to work with partners, such as NOAA,
the National Marine Sanctuary Foundation,
the U.S. Fish and Wildlife Service,
National Park Service and PBS.
He is also a past Chair of the
Board of Environmental Education Association of Oregon
and is a certified teacher, with multiple endorsements.
Our second presenter tonight, is Krista Reynolds,
who was a science librarian educator for 15 years,
before joining Engaging Every Student in 2020.
As a biologist, she monitored native forest birds in Hawaii,
endangered butterflies along the Oregon coast
and studied mycorrhiza.
I may be saying that wrong.
(Tracy laughs)
She is passionate about ocean conservation
and loves learning what motivates students to engage
with our natural world.
So with that, I'd like to turn it over to Rick and Krista
for the rest of the evening.
-: Thank you so much, Tracy.
It has been such a pleasure working with you all and NOAA.
And we're just really happy to be able to share this
curriculum that we're so excited about.
But before we dive into that,
we just wanted to honor our land and waters
and the indigenous people that have stewarded them for us,
since time immemorial.
We are Zooming in from the Pacific Northwest
and we're using a tool developed by
National Geographic Society and Esri,
called, Mapmaker here.
And you all can try this,
maybe after the webinar, check it out.
You can use this online tool for free.
And I've just pulled up the indigenous territories layer
that has been incorporated into the new version of Mapmaker.
And then you can zoom into your neck of the woods
and see the important indigenous tribal communities there.
And I'm just gonna share an acknowledgement here.
"We're greeting you from the traditional lands
of the Tualatin Kalapuyan or Atfalati people,
past and present.
We gratefully honor the lands
and their stewardship of them since time immemorial.
This calls us to be better stewards
of our land and waters,
so that future generations can share
in their beauty and abundance."
And all of these lessons we're gonna share
with you today, are aligned to the three dimensions
of the next generation science standards
and common core standards.
As well as our ocean literacy principles
and common climate literacy principles.
So when we're talking about the 3Ds of NGSS,
we're talking about the disciplinary core ideas,
as well as the science and engineering practices
and the cross-cutting concepts.
The DCIs are things like, ecosystems, interactions,
energy and dynamics.
And one of the standards there,
to develop a model, to describe the cycling of matter and
flow of energy
among living and non-living parts of an ecosystem.
Science and engineering practices are developing
and using models, constructing explanations
and designing solutions.
These are examples that you'll see,
at the back of each lesson we have this table,
to see some of the standards we align to.
We're targeted to middle grades.
And so those are the standards we highlight.
If you're a teacher of younger or older students,
we have many adaptations and extensions
in the lessons
and you can integrate these
to meet your particular standards.
Before we go any further, we also wanted to be sure
to acknowledge National and Geographic Society,
that funded this curriculum.
We couldn't have done it without them.
And they've also been phenomenal partners,
throughout this process.
And you can see here, we've got a few examples
of common core standards you can meet.
The lessons all integrate reading and writing,
being able to share presentations and back up.
Ideas that's all meeting the common core standards.
The ocean literacy principles,
you'll see listed there as well.
And the climate literacy principles,
that are infused throughout.
So here's a quick overview of the curriculum.
You can see, we have our seven ocean literacy principles.
And in that first principle, we have three lessons.
Mapping Friendly Floaties, is the first one
we'll run through briefly.
Then Exploring Marine Sanctuaries,
Watersheds to Whales.
The principles all have at least two
lessons targeted to meet them.
Some have three.
So that first principle,
is that earth has one big ocean, with many features.
I know when we were going through school,
they talked about the multiple oceans,
we now know they're all connected
by things like, ocean currents.
And we have ocean basins but it's all the one ocean.
So, this Mapping Friendly Floaties lesson
is designed to teach that concept.
Like all of the lessons, they're in the 5E Model.
If you're not familiar, the first E is, engage.
So each lesson starts with a phenomena,
something that gets the students curious and excited
to know more.
Then we have them explore a topic.
To, kind of, play with it
and just learn about it while doing.
With this activity, the engage
aspect is to tell this story,
which is a true story of rubber duckies that went overboard
and some other toys,
they called them, the friendly floaties, in 1992,
in the North Pacific.
And we asked the students to think about
what's happened with them.
And then they can explain back their ideas,
as they've gone through the explore phase.
We also have enrich/extend activities in each lesson.
And evaluate, ways to see what the students are learning
and help you to improve over time.
So there's little presentations with most of the lessons.
This one just introduces the story of the friendly floaties,
where they went overboard in the North Pacific,
all 29,000 of them.
And we asked students to imagine that they're one of those
floating toys and where they might go and why.
So they can turn to a neighbor, talk about their ideas,
share them back as a class
or record them in science notebooks.
We also have maps that you can use,
to have them mark ideas of where they might have gone.
Both a paper version, as well as an online tool,
using ArcGIS Online, which is the cousin
of National Geographic's Mapmaker program.
Mapmaker hadn't been updated when we wrote the lesson,
so that's why we did ArcGIS Online
but you can really use either.
Either tool works great.
And with those tools,
there are different layers you can turn on.
This is the layer in ArcGIS Online,
called, Major Ocean Currents.
And you'll see in the lesson,
there's a direct link,
that'll take you to this activity
that we built from an existing National Geographic
activity and added the additional components to it.
And this wonderful resource lets you turn on
the ocean currents.
So now the students have predicted
where these floaties might have gone.
And with this additional information,
they can look at those red arrows showing the warm currents,
blue arrows showing the cold water currents
and revise their prediction,
where these might have gone, based on the currents
that flow through our global ocean.
You can show them another slide from the presentation,
as well as another layer, from the ArcGIS Online map,
that shows the prevailing winds.
And they can again revise their predictions,
with this additional information and create maps.
So, there's a handout, which you can either pass out
to the students or distribute electronically.
The handouts are also able to be filled out online.
Soc, there's little blue boxes
that the students can just type into,
if you want to distribute this through Google Classroom
or via email or another system,
your learning management system, whatever you use.
And now the students have these tools,
where they can take this extra information,
it's places where these floaties were found
and they can add those to the maps,
add their arrows of the cold water currents,
the warm water currents, prevailing winds.
This can all be added to their maps.
This is, kind of, the start of it here,
showing that extra information,
the location of a couple of floaties.
And then these can be shared back with the class.
The students maybe could use a document camera
to share their paper maps, if you did it that way.
Or a data projector to show the ArcGIS Online maps.
And then you can talk about it as a class,
where they might have gone and how they got there.
And of course, some of these places are
over on the east coast
or they're even in the United Kingdom.
And so it just brings up very interesting discussions
about how these floaties actually did flow
up near the North Pole,
got frozen in the ice and eventually melted
and continued on their journey.
And they're still continuing around the worlds to this day.
So we also asked the students to think about
where the floaties might have traveled to,
in terms of national marine sanctuaries.
So, here's the map again, the students can think about
where they might have gone and why.
And of course they could have visited,
just about all the floaties, either as the intact floaty
or some of the students may know about microplastics
and how they can be continuing around
in smaller particles too.
Everything in the curriculum,
is also translated into Spanish.
So thank you so much to Victoria Martinez Adalid,
who was a wonderful partner,
totally pro and that will all be on the NOAA website soon,
if it's not already.
If you don't see it and you would like them,
you can email me, rick@engagingeverystudent.com.
We can also share editable versions of any of the files,
if you'd like to make any changes to handouts or anything.
So with all these lessons,
we are trying to give the chance for students
to make personal connections to the content.
One of the lessons for principle one is,
Watersheds to whales.
So thinking about how the precipitation
that falls in their area will flow through
and eventually make it back to the ocean.
For example, they can think about foods that are important
to them and their families.
You might have cultural connections.
You can have a day,
maybe where students share some of those
important things, in class.
Some of the other lessons talk about oxygen production,
weather, recreation, some of the inspiring organisms.
And we're really trying to help
foster those deeper connections with the ocean.
So with that, let's take a a quick pause
and we're gonna use a tool called, Slido.
If you're not familiar, it's slido.com.
You can bring that up.
And we'd like you just to add a word or phrase,
using this Slido here.
And, if you go to slido.com, it's number 2072440,
to be able to add a word or phrase
to this Slido we're gonna create together.
Or you can just take your smartphone, turn on the camera,
hold up your camera and point it
at that QR code on the screen
and then you'll be able to add it with your phone.
So whichever is easier for you,
we'll just pause for one minute here,
to be able to see what you all are thinking about.
Yes.
-: How does the ocean connect to your life personally?
Did you read that?
-: Oh, I thought I did.
If I didn't, thanks hun.
Joy.
Inspiration.
Recreation.
Life.
Beachcombing, love it.
I think it's our favorite place on earth, isn't it honey?
-: Definitely in the top three.
-: Get to the ocean and it's instant relaxation, right.
-: Right.
-: Excellent.
Health.
Therapy.
Fun.
My church, nice.
-: Love of whales.
-: Wonderful.
El niño.
Of course, food sources.
The number, 2072440.
-: Our code.
-: If you haven't typed it in yet, that is the code,
if you go to slido.com.
Thanks for doing a shout out to it folks.
Getting to see marine life.
Endless exploration, so true.
It's incredible, the exploration
that's happening in the ocean now.
Peace and harmony.
Should we move on?
-: Yep.
-: Okay, you can keep adding those,
if we have time at the end, we'll check back in.
But now I'm gonna turn it over to my lovely wife,
an indispensable collaborator, Krista Reynolds.
-: Thank you Rick.
I'll be talking about Ocean Literacy Principle 2.
And the lessons that go along with that.
But I also wanted to mention that
with this curriculum, we would love it if you completed
all 17 lessons with your students.
But we know, of course,
that many teachers are not able to do that.
So, this curriculum,
the lessons do build upon each other
but the lessons are also
standalone.
So you can pick and choose whichever you are drawn to
and fits in with with your curriculum
that you're doing with your students.
So,
I'll be
talking about the ocean and life in the ocean
shape the features of earth.
That is Ocean Literacy Principle 2.
And there are two lessons that fit
with this ocean literacy principle.
And the first is, exploring sanctuary landscapes.
For this lesson we chose to focus on the geology
and ocean's interactions with the landscape.
So one question you can engage students with
is, why do coastlines on the east
and west coast look so different from each other?
So here are a couple of photos
that are included in the curriculum
and take a moment to think about
how and why these two photographs are different.
So like I mentioned, in this lesson,
we include photos of different features
that students take a look at.
And one tool that we suggest you can use with students,
to give them a more three dimensional look at these
features, is Google Earth.
If you plug in a location, it'll bring up a beautiful
aerial view of that location.
So that is one thing you can use with your students.
Our objectives for this lesson,
are that students will describe the physical differences
between coastal landscapes.
They'll hypothesize about the geologic processes
that formed those landscapes.
And think about how the ocean impacts coastal landscapes.
They attempt to match descriptions
of geologic processes with those features.
And key terms in this lesson are, erosion, deposition,
plate tectonics and volcanic activity.
And the image on the right, is an example of a slide
from the teacher's PowerPoint that's included
with the lesson.
That explains the geologic processes
affecting this coastal area,
which is Point Reyes National Seashore
and Tomales Bay in California.
And this is very close to
the Greater Farallones National Marine Sanctuary.
Which is located offshore.
To engage students with this lesson, we added a bit of fun,
by asking them to read a short 100-year-old story
about the possibility of buried treasure
on a California beach.
And this story was actually published in a local
California newspaper, almost exactly 100 ago.
But we asked them to think about,
what time of year might be best
to look for buried pirate treasure
on the Monterey Peninsula and why?
When is erosion by waves,
seasonal storms and currents most powerful?
When is there seasonal deposition of sand?
And here's another photo that's included in the lesson.
And we ask them, where are you
and how did this coastal landscape form?
So we have them take a look at photos
of these other coastal features.
And these stacks were formed by strong wave action,
where softer materials erode,
leaving these hard materials behind.
Sand is deposited by rivers and longshore currents,
that move parallel to the coast.
So where do you think you might be here?
Do you have any guesses?
And gentle summer waves rebuild these beaches.
Reveal the answer.
(both laugh)
So here we are at Olympic Coast National Marine Sanctuary,
in the far northwest corner of Washington State.
And another example of a slide
from the teacher presentation.
What forces created this landscape?
Where do you think this student is
picking up trash?
Here, sands from calcium carbonate skeletons
of coral and other organisms have created these sands.
And wave action from storms, including hurricanes,
redistributes these sediments locally.
So where do you think this might be?
Here we are at Florida Keys National Marine Sanctuary.
So whereas the west coast is characterized
by those really dramatic headlands, cliffs
and sea arches and caves, the east coast is relatively flat.
With these low elevation beaches,
mostly due to plate tectonics.
Here are a couple of pages from the student activity sheets.
And on the left, students are asked to compare photos
of the same beach, taken in the spring and winter
and think about the forces that changed the beach.
On the left, sand has been deposited when there's
less wave action.
And on the right, sand has been washed away
during winter storms.
On the second page here, we asked students
to graph beach height measurements
taken at two different times of year,
to create beach profiles.
And this goes back to the question,
when is the best time to discover treasure
buried on the beach?
Based on their discoveries about the forces
that affect beaches on the east and west coast,
students recommend at which sanctuary
they would bury that treasure, to make sure it stays hidden.
Now on to the second lesson.
And just to note about the numbering of these lessons,
we just put them in an order where they, sort of,
built upon each other.
So that's why we have lesson 2.2,
the first two meaning,
which ocean literacy principle it's associated with.
And then the second two after the period,
is just the sequence of the lesson in that series.
So this one is sifting sanctuary sands.
And we asked students, "How are these sands created?
And what are they made of?"
And again, the ocean literacy principle
that this is associated with,
is the ocean and life in the ocean
shape the features of earth.
So we build upon the previous lesson here.
And the phenomenon that we present students with is,
not all sand is the same.
In this lesson, students will take a look at
photos of sand samples taken from beaches
at national marine sanctuaries.
And so take a moment to look at these two photos.
How are these sands different?
Where do you think they're found?
Give you a moment to think.
And if you thought the sand on the left
looks partly volcanic, you are correct.
That sample is from Hawaii island.
And then the different rock and sediment sizes
in the photo on the right,
they indicate a well eroded beach.
And this is from Olympic Coast National Marine Sanctuary,
again, in Washington, which has a lot of strong wave action,
especially during the winter months.
So for this lesson,
we encourage you to tell your students
you're going to the beach.
And we suggest that you create a model of the Pacific basin.
And this is a
image of a slide from the teacher presentation,
where we're showing the locations
of the sand collection sites or the photo sites.
There are nine different locations,
so you can set up nine stations with those photos.
And then we also suggest you create a fun atmosphere,
by playing, perhaps, some beach themed music.
And encouraging students to come to class with sunglasses,
hats, et cetera, for their day at the beach.
(Krista laughs)
Go ahead.
And then the key terms from this lesson are,
deposition,
rock cycle,
sediment
and weathering.
And this is a screenshot of one of the
student activity sheets.
And we asked students
to observe those sand photos really closely
and think about the different ways of classifying sand
and thinking about its origins.
So students will realize that sand can be made up
of biological components, as well as rock.
Time For a humor break, Rick.
-: I think it is.
-: All right, so how did the ocean
greet the national marine sanctuary?
-: Everybody have your answer?
We think it just waved.
-: Nice
-: And thank you to Krista's awesome dad, Brent,
for this photo, he recently took at the Oregon coast.
And from Victoria, she had another
good little pun here.
¿Cómo saluda el mar?
For the Spanish speakers out there.
Answer is, ¡Ola!
Happens to mean, wave and hello, in Spanish.
So, thank you Victoria.
One more for you.
That was your warmup.
How about this one?
-: Why don't algae go out on dates?
-: I think it's because
the relationship is strictly planktonic.
(both laugh)
-: But seriously, almost all life in the ocean depends on
these tiny photosynthetic organisms known as, phytoplankton.
-: Yes, you'll see in the curriculum,
we do have a lesson or two that focus
on the oxygen production in these very important creatures.
What we're gonna do now,
is shift into Ocean Literacy Principle number five,
which is that the ocean supports a great diversity
of life and ecosystems.
And we start out with amazing coral reefs.
This happens to be one from American Samoa,
whereas they have the National Marine sanctuary
of American Samoa.
And so we're gonna be modeling coral reef ecosystems,
with the first lesson.
Then we'll just, kind of, highlight the other two lessons,
Title Tales: Monitoring Marine Life
and also Sanctuaries of Deep-Sea Coral Communities.
So this lesson we couldn't have done without the folks
at American Samoa.
We start out with an engage activity
of doing a virtual dive there,
at a huge coral
formation called, Big Momma.
It's a coral head that's estimated to be over 500 years old
and part of the Valley of the Giants, that's found there.
And there's a handout for this activity,
that we developed in collaboration with Bel Halatuitula,
who's the education coordinator there.
And her team, including the scientists,
to help us pick the most important organisms there
or some of them.
Ones that there's good information for the students
to find online.
And so, the students have some choice they can go through,
check off some of these organisms that sound interesting
and then rank them from one to five,
so that if they don't get their first choice,
they can still get one of
their top choices.
When you go around and ask which students
would would like to research which organisms.
And then there's another handout that, kind of, guides them
through the research process,
looking at things like,
what these organisms eat, what eats them,
how they're connected to other organisms
in coral reef ecosystems.
And then they can create a model.
Remember from the beginning of the webinar,
we talked about one of those standards,
creating a model, showing the interactions in the ecosystem.
Well this is one way to meet that standard,
where the students create a visual model,
that shows the flow of solar energy
to the organisms that can use it.
Those producers, like phytoplankton or seagrass.
You might suggest that the students use different colored
arrows for the energy from the sun, maybe as orange arrows,
the energy from producers to consumers, as green arrows.
Red arrows can show the consumers feeding other consumers,
going up that food chain.
If you're working with older students,
you might talk about the trophic levels.
And then, how all of this is interconnected in an ecosystem.
Another modeling activity I've done for many years,
inspired by a project learning activity called, Web of Life
is you can get the students all together in a circle,
if they create their research projects, you might have them
do a little sheet that just has the name of the organism.
An illustration of it can be a simple little
cartoony thing, if you don't have too much time,
it doesn't matter too much.
But just something to represent the organism in your circle.
And then the students can get all connected
in an interactive web of life.
Usually how I'll do this is, I'll play the role of the sun,
I'll pass the energy to a producer
and then one of those organisms that can use that
producer's food, will get the yarn ball next.
So you can either use a yarn
or something else that'll be able to get passed around.
Hold on to the end of the yarn,
so you keep that web of life growing.
And this is a wonderful activity that always works.
You can do it, not only with the food
flowing through the ecosystem, you can also ask the students
to think about which might shelter other organisms.
Maybe someone's playing the role of coral or giant clams.
And they might play a really important
role in the ecosystem.
And so the students can pass the yarn to
any other part of the ecosystem they might interact with.
Another lesson here, Title Tales: Monitoring Marine Life.
And this one is a classroom version of an activity
that you might do, if you're lucky enough
to live close enough to a national marine sanctuary,
such as this one in California.
Or another area of coastal
ecosystem.
And the students have, what we call, a quadrat here,
that's laid down on top of the intertidal area.
We also call them tide pools.
And they're counting the species,
the number of organisms found in this small area.
And that can be compared over time,
to gauge the health of the ecosystem.
So with this activity,
they have photographs of these places,
with the grid on them and they can use that
with some other handouts we have available,
in order to do a simulated, what we call, line transect
or photo quadrat survey of the area.
An engage activity you can start out with,
as in the little presentation that's included,
where we ask, "Which rocky intertidal area looks healthier?"
So the students can compare the one on the left
to the one on the right, talk to a neighbor about it,
share their ideas out
and, kind of, lead that into this idea,
that some intertidal areas have more life than others.
And why is that?
We can also ask,
"How can we explore and study subtidal habitat?"
So if we go offshore
and we wanna do this kinda science, how can that be done?
Of course we have these things, ROVs,
remotely operated vehicles, that can be used to do
a transect or quadrat out there.
So we have some photos from further offshore,
that the students can use to do a similar activity.
With lesson 5.3, we go a little further,
out to those deep coral communities,
which are also found in a number
of national marine sanctuaries.
Every time they go down with an ROV
or submersible, they're finding new species.
It's just remarkable.
Including species like these beautiful creatures here.
And so we have an identification guide
for a number of the species.
So they're learning them and then they can do
simulated transects, that are in a video form.
So we have videos from a number of sanctuaries,
you can see a little list down at the bottom.
Channel Islands, off the coast of southern California.
Greater Farallones, the coast of central California.
Cordell Bank, also located very close by there.
Monterey Bay and Davidson Seamount.
Of course Monterey Bay National Marine Sanctuary,
very important biodiversity hotspot,
off the coast of California.
And also Olympic coast again.
So the students watch this video,
they record the names of the species they find
at the different intervals.
The numbers of them.
And then record total abundance.
So they're able to do real science,
just like scientists would,
using these tools that you can find online.
So with that, I'm gonna turn it back over to Krista.
-: Thank you.
And the last Ocean Literacy Principle 7,
is the ocean is largely unexplored.
We have three different lessons
that fit with this principle.
Surfacing Ocean Mysteries.
Ocean Explorers.
And Plan an Ocean Expedition.
The first lesson, Surfacing Ocean Mysteries,
we asked students to choose a phenomenon,
an ocean phenomenon,
to research and prepare a presentation or poster.
And the last three lessons in this curriculum
are more student-centered,
with choices of topics to study.
Research shows that choice helps keep students motivated.
So we've provided a list of topics here,
that students might choose.
And these are centered around biology, geology
and also, some ocean shipwrecks,
are included here as well.
And maybe actually, some great lake shipwrecks.
Yes.
So, here,
we ask students to
argue from evidence, why their topic is significant
and how it relates to the statement,
"The ocean is largely unexplored."
They're also asked to explain the benefits
of ocean exploration.
And for this lesson, we suggest that you engage students
by showing a video
of some mysterious ocean phenomenon.
And Nautilus Live, from Ocean Exploration Trust,
has a treasure trove of short videos,
that you can show students,
with lots of mysterious things going on.
-: Like that purple orb, for instance.
-: Yes, the purple orb video is one of our favorites.
(both laugh)
Here is the activity sheet for this lesson.
And it guides students through a series of questions,
that helps them prepare for that
culminating presentation or poster.
And with each activity where we asked students
to give a presentation, we've included a rubric with that.
So, students are asked to
fill out a score for themselves,
give themselves a score before they present
or complete their project.
And then there's a teacher column there as well.
So you can give them a grade as well.
-: Alright, so the other lesson, like Krista mentioned,
7.2, is Ocean Explorers: Unlocking Mysteries.
There's a big push in science education now,
to provide students with ideas about careers
they might pursue.
And that's a focus of this lesson.
Basically, we have examples of great marine biologists,
geologists and archeologists,
they might learn more about.
As well as science communicators, filmmakers
and technology experts, that all are able to work
with their careers, related to the ocean.
And so the students can research methods the scientists use.
Challenges of exploring the ocean.
As well as different ways science discoveries are shared.
And so, again, here they can check off boxes
of folks they'd like to learn more about,
rank them and hopefully be able to choose
one of their top selections,
so that you can have a good diversity of folks represented,
if you decide to share these as presentations, posters
or we do provide a number of other examples
of possibilities for the students to do.
They might make a little video about this person.
Or a public service announcement or a diorama.
It's nice to give those students a choice of different types
of artistic medium.
Maybe they wanna write a story about them.
And this can be a very creative process for students.
And like Chris has said, there's so much research
that supports the efficacy of this
and how it can be motivating for students
and also empowering for them to be able
to learn a lot more about a field they're interested in.
With lesson 7.3,
this is a culminating experience that's designed to,
kind of, build from everything the students learned
throughout the curriculum,
to help them plan an ocean expedition
to a national marine sanctuary
they'd like to learn more about.
And so basically, they can research one of those mysteries
more in depth.
The professionals who explore out there,
the different technologies they use.
They can basically start with a question
that they wanna investigate, just like scientists do.
One of those phenomenon that we don't have answers to yet.
And then they can think about what would be required
to pull this off.
So who would they need to hire to help them?
If they wanna discover something at the bottom
of the ocean, that takes a lot of planning and expertise.
So, who would be needed?
What equipment and technology would they need
to make this happen?
Again, there's a handout to help guide this process.
There are links to resources online
to help the students choose their questions
and plan it from there.
We have couple other handouts that have job titles,
roughly how much it costs to hire these professionals.
Students can think about how much time
they would need them for
and how much all of that would cost.
They have a set budget here, to spend,
so, we're bringing in math as well.
And they can think about all the different technologies
and how much that might cost
to do this.
And then, they're basically making a proposal.
They can write a budget narrative
and then this could be shared with the class.
If you have time, they can present their proposals.
And maybe you even have the students vote on
which of these projects should be funded,
to continue our deepening of our understanding of the ocean.
So again, like with a lot of the lessons,
as Krista said, we have rubrics.
This is something that I discovered.
I was a classroom teacher for over 12 years.
I think it took me a good five or six years,
to learn that a rubric just makes such a difference,
in terms of the quality of projects
you'll get from students.
So, we wanted to provide these to you.
Like Krista said, the students can score themselves
and what that does is, they have a chance to go back,
maybe they don't have all the content you were looking for
or they haven't really practiced the delivery
or they don't have any visuals that can really help
tell their story.
And so this gives them a chance to go back,
add all of these components
that you're looking for, score themselves.
And then it's just amazing,
that, really all of the students can do well
with the support of a rubric like this.
Especially if we're talking about younger students,
you know, grade six, seven, eight.
This can really help them to do well.
And then, we suggest,
possibly even inviting community members to come down
and learn about these projects the students have created.
They have a chance to, kind of, share the learning
and celebrate the projects with the community.
And it's just amazing what the students can step up to.
If you have any really shy students,
that don't wanna present,
sometimes providing that option of doing a video
or another type of project, is a good
fallback plan.
Before we wrap up today, we wanted to be sure
to do a shout out to the Ocean Action Toolkit
or the Youth Ocean Action Toolkit,
which was also funded by the National Geographic Society.
And it was created by youth, for youth,
to be able to learn about the ocean
and then take action to help it.
Of course, all of our lessons we've been sharing today, are
designed to be hopeful and empowering for the students.
There are also many challenges we're facing
around the world.
And we feel that the youth can really be
an important part of solving these challenges.
And this toolkit is a wonderful resource to help do that.
It was created by the Ocean Foundation,
in collaboration with other partners.
So check it at the link.
I believe it's in chats as well.
And with that, I think we're gonna shift over to questions.
Thank you so much for joining us today.
We had a lot of people on, so, sorry we weren't
as interactive as we often like to be.
But we can be interactive,
at least in terms of adding questions to chats.
So please go ahead and do that.
If you have anything on your mind,
we'd love to have a little discussion here.
Thank you again, to Tracy Hajduk and Claire Fackler,
from NOAA, for making this happen today.
It's been such an honor to work with NOAA on this project.
And Krista and I are here to answer questions now
or if you think of them in the future.
-: Absolutely.
Thank you.
-: Fantastic.
-: Thanks.
-: Yeah, thank you so much Rick and Krista,
for joining us and Tracy as well.
There's a couple of questions coming in,
so we'll give people a minute here and feedback.
We've got someone saying, "Wonderful!"
With lots of exclamation points, so they're happy to see
a great selection of new ocean literacy materials
to bring into their classrooms.
A few things, I think we kind of, addressed them over
the GoToWebinar control panel
but, the links, like,
when you were showing the activity sheets
and, like, the concept maps, like, yes,
all of those links are available online.
I put those specific links into the chat.
But if you go to the Exploring Ocean Mysteries homepage,
which we've put into the chat a few times,
you can then drill down into each lesson
and then that's where you can download a PDF of the lesson
and the handouts and the slides and all that good stuff.
I'm recording, questions coming in about recording.
So yes, in about a week or so,
a recording of today's presentation
will be available online,
so you can certainly share it with other colleagues
and friends and teachers, so that they can get a little
snapshot of several of the lessons in
this new set of curriculum.
Okay, let's see.
What do you think Tracy?
-: The other thing I just wanna point out too,
is our partner, which we've mentioned a little bit
but the National Marine Sanctuary Foundation as well,
was the ones who were able to,
again, work with National Geographic,
to receive the funding for this project.
And so we wanted to thank our foundation partners as well,
for their work on this.
-: Thank you Tracy.
Yes, we couldn't have done it without them.
Great team effort.
-: Fantastic, sorry to interrupt there.
So we've got a comment and a question here.
Thank you for doing this.
My high school students always respond well
to interactive computer simulation-type sites.
Are there some that you'd recommend in particular?
I've become a big fan of windy.com, for instance.
-: Yes and we do link to some from the curriculum.
I'm curious, what was the name of that one again?
I don't think I've tried that one yet.
-: Oh, windy, like, as in wind, with a Y .com
so you can actually see the direction
and speed of wind coming in.
-: Nice.
-: Yeah, it's a pretty cool site.
-: That's great, we'll check that.
Another one we link to from the curriculum,
with principle three, we get into weather
and the ocean's effect on weather and climate.
And NOAA's created so many, really wonderful tools.
One of them, lets you basically look at all of the
ocean temperature data, over time.
So you can have the students explore the phenomena
of El Niño and La Niña.
And that lesson will guide you through that process.
But you basically click on parts of the ocean,
get the ocean temperature, it's all color-coded,
super engaging for students.
And then the students can think about,
what the temperatures were
at the different marine sanctuaries over time,
try to decide which ones were El Niño years,
which ones were La Niña.
If you're not familiar,
El Niño is usually where that warmer water
builds up, off the coast of South America.
And that has really dramatic impacts on our weather
in North America and around the world.
La Niña has the
cooler water, off the coast of South America.
And so that's an example of one of those great NOAA tools.
One of the other tools that I just found
so fascinating, was the bolus analysis tool.
-: Yes.
-: Do you wanna talk about this one bun?
-: Sure.
So one of the lessons, I am looking at it, 6.2,
which is called, Clues from Albatross,
Determining Ocean Health.
That lesson has students looking
at these albatross boluses, which are.
-: What's a bolus?
-: I'm gonna describe that.
(both laugh)
It is a regurgitated collection of undigestible materials
that the fledgling birds
cough up, like in, owl pellet,
if you're familiar with owl pellets,
right before they fledge, before they leave the nest.
And there is an online tool that allows you
to examine one of these boluses that has been dissected,
essentially it's been taken apart.
So you can see all the components of that.
And
the tool actually allows you to measure
the different contents of the bolus
and just track what type of material that is.
There tends to be a lot of plastic now,
unfortunately, in those boluses.
So it's a really, really interactive,
very real world
lesson that way, that uses this great tool.
-: Yeah.
So if you have access to technology,
there's the nice interactive version,
where the students can actually, like,
code the different parts of the bolus tool,
using the online program.
Or there's also paper versions, that you can use
as a backup plan.
So, yeah.
-: And then there was one other lesson that I thought about
and that was, lesson 4.1, which is called,
an Ocean of Oxygen Producers.
And that doesn't have an interactive tool,
as much as an animation
of chlorophyll concentrations
in the ocean.
And it's just, kind of, mesmerizing,
to see the chlorophyll concentrations change
over time and seasonally.
So that is one way that we try to engage the students
and ask them, "What is this that you're observing?"
-: Yeah and from those phenomenon,
that's where, you know,
the students are really thinking.
That example of the bolus for instance.
I mean, it just really tells that story,
when you see that the quantity of plastic
that each one of these albatross chicks is coughing up.
It's just really
disturbing and also motivating for us.
We've become very anti-plastic in our house,
especially single-use plastics.
And we find that when students experience
something like that,
these are very charismatic animals too, it's motivating.
And then, maybe the students are motivated
to go do some kind of
environmental service learning project from that.
The Watersheds to Whales lesson for instance,
will give you some ideas
and the students can generate these ideas of things
that you could do as a class.
Even something as simple as just going out
to the school yard and picking up plastic trash
and other trash out there, can have a huge impact.
'Cause of course everything that flows
downstream, will eventually make it back to the ocean.
So we can play a really important part of all that.
And these activities are designed to,
kinda, lead students into directions like that, without,
you know, necessarily hitting them over the head
with the ocean challenges.
But just, factually
and through these experiences, being encouraged
to care about these issues.
The science, as well as the, you know,
environmental importance of it all.
Any other questions?
-: Well, yeah, thank you so much.
We have to wrap up here.
There was a teacher that says they've used those boluses
with their fifth graders and even the adults
and parents are still talking about it.
So pretty impactful.
But just to wrap up.
-: Yeah.
-: In the last minute here,
wanted to let everyone know again,
that there's a archive of the recording
that will be made available shortly.
You'll get a link to it in a follow up email,
so no need to worry about that lengthy URL.
All of our live attendees
and anyone that's watching the recording,
that gets to this point,
you can email, sanctuary.education@NOAA.gov.
That is if you're watching the recording.
If you're here live, you will get an email
with your certificate of attendance,
which gives you one contact hour
of professional development.
I wanted to also just give a little plug.
We have a lot of great webinars in February,
so, if you're interested in,
Fish with Chips: Tracking Fish Movement
in our Flower Garden Banks Sanctuary,
which is in the Gulf of Mexico.
There's a session tomorrow.
If you wanna learn a little bit more about
a group that's working together
to remove marine debris in the Pacific Northwest,
that's on February 27th.
And back to corals, with Chasing Microbes,
diving into the mystery of coral disease, on February 28th.
All of that's on our webinar page.
I'll shoot out a link in a minute.
In terms of evaluation,
we've been doing this series since 2016
and we have some robust evaluation.
So, when you close out of the GoToWebinar,
there will be five questions that pop up.
And if you could just take less than a minute
to respond to those questions,
as well as maybe let us know about any topics
that might be of interest, for future webinars,
we would love to hear from you.
So thank you.
With that, we can conclude today's presentation.
So thank you so much everyone for your time.
Let's see, what link did I promise you?
Oh, the current webinars.
So I'll get that plugged in for anyone
that's still on board.
-: Thanks again, Claire and Tracy.
It's been so much fun working with you.
And you all are marvels,
doing this every week for so many years.
It's really great.
And we invite everyone to live with puns,
purpose and hope.
See you next time.
Thanks everybody.
-: Excellent, thank you everyone.
This concludes today's presentation.
Bye-Bye.
-: Thank you.
-: Bye-Bye.