Volume 30 • No. 1 • Summer 2016 NATIONAL MARINE EDUCATORS ASSOCIATION
“... to make known the world of water, both fresh and salt.”
THE NATIONAL MARINE EDUCATORS ASSOCIATION brings together those interested in Volume 30 • No. 1 • Summer 2016 the study and enjoyment of the world of water. Affiliated with the National Science Teachers Association, NMEA includes professionals with backgrounds in education, science, business, Lisa M. Tooker, Nora L. Deans, Editors government, museums, aquariums, and marine research, among others. Members receive Lonna Laiti, Eric Cline, Design Current: The Journal of Marine Education, NMEA News Online, and discounts at annual conferences. Membership information is available from: NMEA National Office/Attention: Editorial Board: Jeannette Connors, 4321 Hartwick Road, Suite 300, College Park, MD 20740, or visit our Vicki Clark website online at www.marine-ed.org/. Phone: 844-OUR-NMEA (844-687-6632); Email: VIMS/Virginia Sea Grant [email protected]. Elizabeth Day-Miller BridgeWater Education Consulting, LLC NMEA Officers: NMEA Chapter Representatives: John Dindo President Martin A. Keeley Dauphin Island Sea Lab Robert Rocha Caribbean and WesternAtlantic (CARIBWA) New Bedford Whaling Museum email: [email protected] Paula Keener New Bedford, MA Mellie Lewis Ocean Exploration and Research Program, NOAA Past President Florida Marine Science Educators Association (FMSEA) Meghan Marrero, Ph.D. E. Howard Rutherford email: [email protected] Mercy College University of South Florida College of Marine Science, St. Petersburg, FL Gale R. Lizana Maryellen Timmons Georgia Association of Marine Education (GAME) University of Georgia-MES President–Elect email: [email protected] Tami Lunsford Lisa Tossey Newark Charter Jr/Sr High School Lyndsey Manzo NMEA Social Media Community Newark, DE Great Lakes Educators of Aquatic and Marine Manager & Editor Science (GLEAMS) Treasurer email: [email protected] Lynn Tran Jacqueline U. Takacs Lawrence Hall of Science, UC Berkeley Central Maryland Research and Carol Steingart Education Center Gulf of Maine Marine Education Association (GOMMEA) Current is published up to four times a Upper Marlboro, MD email: [email protected] year for members of the National Marine Secretary Kathy Fuller Educators Association. Library subscrip- Sarah Richards Mid-Atlantic Marine Educators Association (MAMEA) tions to Current are available for $50 a year. Saint Ann’s School, Brooklyn, NY email: [email protected] Individual issues are available from the editors for $15. Erin Hobbs NMEA National Office: Massachusetts Marine Educators (MME) email: [email protected] Editorial and advertising offices: NMEA, c/o Office Manager Jeannette Connors, 4321 Hartwick Road, Jeannette Connors William Hanshumaker, Ph.D. Suite 300; College Park, MD 20740 Northwest Aquatic and Marine Educators (NAME) Membership Secretary email: [email protected] Adam Frederick © 2016 by Current: The Journal of Marine Kaitlin Gannon Social Media Community Education (ISSN 0889-5546). Publication of New Jersey Marine Educators Association (NJMEA) Manager & Editor the National Marine Educators Association. email: [email protected] Lisa Tossey The opinions expressed by authors do not Current Editors Dale Stanley necessarily reflect those of NMEA. Lisa M. Tooker New York State Marine Educators Association Nora L. Deans (NYSMEA) Permission is granted by NMEA for libraries email: [email protected] and other users to make reprographic copies Patty Miller for their own or their client’s personal or non- NMEA Board of Directors: OCEANIA (Hawai’i and Pacific Islands) commercial use. This permission does not email: [email protected] Kate Achilles, Ph.D. extend to copying for advertising or promo- NOAA Fisheries Service, La Jolla, CA Jessica Kastler, Ph.D. tional purposes, creating new collective Southern Association of Marine Educators (SAME) works, resale, or any material not copyrighted Dave Bader email: [email protected] to NMEA. For more information, email the Aquarium of the Pacific, Long Beach, CA Jaime Thom editor of Current: The Journal of Marine David Christopher South Carolina Marine Educators Association (SCMEA) Education at [email protected] for National Aquarium in Baltimore, email: [email protected] permission-related or other editorial ques- Baltimore, MD tions or comments regarding the journal; or Lauren Rader Laura Diederick visit us online at www.marine-ed.org. Smithsonian Marine Station, Ft. Pierce, FL Southeastern New England Marine Educators (SENEME) email: [email protected] Geraldine Fauville Front Cover: Courtesy of DJ Kast (top left); University of Gothenburg, Sweden Emily Arnold Julie Henry (middle left); Zurfatiha Zulkarnain Southwest Marine Educators Association (SWMEA) and Kelvin Tan Kian, Project Ocean Catherine Halversen email: [email protected] Lawrence Hall of Science, Berkeley, CA Awareness Universiti Sains Malaysia (right); David Wehunt Hong Kong Ocean Park (bottom) Meghan E. Marrero, Ph.D. Tennessee Educators of Aquatic and Marine Mercy College, Dobbs Ferry, NY Science (TEAMS) George I. Matsumoto, Ph.D. email: [email protected] Monterey Bay Aquarium Research Marolyn Smith Institute, Moss Landing, CA Texas Marine Educators Association (TMEA) Sean Russell email: [email protected] Youth Ocean Conservation Summit, Englewood, FL Jim Wharton Seattle Aquarium, Seattle, WA Volume 30 • No. 1 • Summer 2016
CURRENT LOG – We’re excited to bring you another general issue of Current featuring articles by NMEA members from all over the country and overseas to provide new ways to discover the “world of water.” In this issue, you’ll find a variety of engaging articles and activities, including a collaborative look at women in leadership who share their experiences in advancing science and protecting the ocean. An article on creating and evaluating discussion guides to improve learning experiences at public aquariums, science centers, and other out-of-school learning environments, a hands-on activity exploring environmental and economic impacts through engaging high school students in a mock Town Hall meeting as well as many other exciting topics.
From June 27-June 30th in Orlando, Florida, marine educators from near and far will gather for our 2016 annual conference, Making Waves: Current Connections in Marine Science, hosted by the Southeastern Florida Marine Science Educators Association (FMSEA). The conference brings together formal and informal educators, scientists, students, and government and industry members to network and inspire. The conference hosts general and concurrent sessions, workshops, field trips, and evening events. Visit www.fmsea.org/NMEA16 for more details and register today, or contact the FMSEA conference coordinators at [email protected] with any questions. We hope to see you there!
NMEA publishes two digital issues of Current each year, so please continue to send in your original manuscripts on research, lessons, resources, or strategies focused on marine and aquatic science, education, art, literature, and maritime history. Look for contributor guidelines on our website under Current: The Journal of Marine Education. The deadline for submitting articles for consideration in the fall 2016 general issue of Current is September 12, 2016.
Remember to stay connected to the NMEA by liking us on Facebook and following us on Twitter for the latest news and updates.
Cheers,
Lisa M. Tooker, Nora L. Deans Editors
CONTENTS 2 Women in Leadership 29 Teacher at Sea Program by julie henry by dieuwertje kast
5 Let’s Talk Science: The Implementation of Discussion Guides in 32 The Volvo Sailing Adventure: An Integrated STEM Lesson Out-of-School Learning Settings by clare taylor neseralla by kelly riedinger and karen burns 35 ACTIVITY: Shrimp Socktail: The Shrimp You Feel Instead of Peel 13 ACTIVITY: Hear Ye, Hear Ye: Mock Town Hall Meeting on Human- by coral a. thompson, sue c. ebanks and mary carla curran Induced Impacts on the Ecosystem by jdhordane t. williams, jennifer a. güt, michele b. sherman, 48 New Books and Media and mary carla curran 49 2016 National Marine Educators Association Conference 25 Celebrate and Take Action for our Ocean on World Oceans Day by abby tripler, alyssa isakower, and bill mott Volume 30 • No. 1 • Summer 2016
Women in Leadership BY JULIE HENRY
The four-hundred people in the audience sat in rapt atten- Hotchkiss (National Aquarium); Michiko Martin (U.S. tion. Long before the days of pervasive texting, tweeting, Forest Service and past NMEA Board Member); and Sarah and periscoping during live events, all focus remained solely Schoedinger (NOAA Office of Education and NMEA Past- fixed on the small-in-stature yet powerhouse woman who President). We had a lively, interactive discussion during commanded the stage. which panelists shared their experiences as well as their sage advice. As her talk came to a close, I exited my post just off-stage and began walking towards her. Only then could I fully Here is a snapshot of the lessons they’ve learned through appreciate the energy she had commanded as the audience their leadership journeys: rose to their feet, clapping and cheering. As I reached center stage, she struck her signature pose—both arms raised over- Foundations for Success – each woman explained not head with a victorious grin, when suddenly, her hand came only a foundational education background from which they down to grab mine. Before I could comprehend what was built their career, but a commitment to ongoing training. happening, there I was—alongside an idol, a champion for They believed it to be fundamental to a successful career to the ocean, our hands joined, four arms stretched overhead, continually learn not only in marine science and education, cheering for the future of the sea. but in related fields such as communication, art, research, leadership, management, and more. It was NMEA 2004 in St. Petersburg, Florida, and I was onstage celebrating with the one and only, Dr. Sylvia Earle. Curves in the Road – as one panelist so eloquently stated, “My career did not follow a straight path.” Each opportunity Women have positively impacted ocean exploration, literacy, led to another, sometimes unanticipated opportunity, all and conservation for generations. From trailblazers such as connected to their desire to influence conservation behavior Dr. Sylvia Earle to current leaders such as Dr. Diana Payne, and advance the science of the sea. the 2015 James Centorino Award winner for Leadership in Marine Education, women play a vital role in advancing the Strong Network and Relationships – even with all of the science, understanding, and protection of the sea. twists and turns that come with not having a career ‘road map’, the one consistent message from each panelist was the Women in leadership for the ocean might seem in no short importance of building and maintaining quality relationships. supply. Glancing around the room at any NMEA session will The value of a network cannot be understated both within most likely reveal a higher percentage of women than men. NMEA and beyond.
However, the case for celebrating and advancing women in Unique Strengths and Contributions – each panelist leadership is not based on perception or numbers alone. We represented a unique skill set and range of interests. But all are fortunate to be in a culture today of progressing equality, roads converged on a common goal—to positively impact the but there is still work to be done. Statistics, programs, and ocean. The strong sense of their unique strengths that each initiatives put in place must still combat stereotypical narra- woman had was evident in how they took pride in their work tives. The legacy of women scientists was not enough to and collaborated for maximum impact. keep me from being told, as a college student, that since I was not a man, I was not physically strong or big enough for Take Risks and Embrace Change – they put their hand an intern position in the shark research program. up and said, yes. To joining a committee, starting a new program, or stepping out into the unknown—they took a risk. At the 2015 NMEA conference in Providence, Rhode Island, Each woman had critical points in their stories that show- we convened the first Women in Leadership panel. My cased times in which they took the next step and embraced esteemed panelists included Nora Deans (Nora Deans the unknown in the name of opportunity and change. Studio, NMEA Past-President, and Life Member); Nancy
2 Volume 30 • No. 1 • Summer 2016
FIGURE 1. Women in Leadership session during the 2015 FIGURE 2. NMEA participants in the Women in Leadership NMEA National Conference. Courtesy of Julie Henry session at the 2015 NMEA Conference hosted in Rhode Island. Courtesy of Julie Henry
In recognition of the youth leaders in ocean conservation Where do we go from here? The Ready-Now Leadership: and the children in nature movements, one additional theme Cultivating Women in Leadership to Meet Tomorrow’s emerged from the panel which further solidified the benefits Business Challenges (Global Leadership Forecast 2014-15) of those efforts: the deep and lasting impact of childhood surveyed 13,124 leaders from 20,131 organizations across experiences with the ocean. It is still critical to connect with 48 countries. The research findings in the report were also the ocean, and nature, as a child. translated into practical action steps. Here are their five recommended steps for attracting, retaining, and cultivating And so, it’s only fitting that I close an article about women women for leadership roles: in leadership by honoring the mentor and close friend of Sylvia Earle, the ‘Shark Lady’ herself, Dr. Eugenie Clark. As a 1. Develop quality career paths for women that accommo- child growing up in Chicago, I was fascinated by Genie and date a work-life balance the sea. As a college student in Ohio, I read her books and 2. Create formal learning opportunities that build increased dressed up like her for ‘Meet the Scientist’ day to teach my confidence middle school students. As a budding professional, I worked 3. Assist women in overcoming barriers that prevent them alongside her at Mote Marine Laboratory and shared the from completing developmental projects stage with her many times. 4. Develop women through critical assignments, including international and high-visibility projects Throughout my journey, I got to know this confident, 5. Create an internal mentoring network for structured, passionate woman who was equally committed to learning systematic growth throughout the organization more about sharks as she was about empowering the next generation of ocean leaders. When she passed away, my The collaborative efforts to advance women in leadership eight-year-old daughter wrote her a letter saying, “Thank should and will continue. As each woman shares their story, you for showing other people that girls can be scientists. connects with others, challenges the accepted norms, and I love sharks!” takes risks in new opportunities, women will continue to positively affect the ocean as leaders.
3 Volume 30 • No. 1 • Summer 2016
RELATED RESOURCES Confidence Is Top Leadership Difference Between Women Ready-Now Leaders: Cultivating Women in Leadership to and Men: http://www.industryweek.com/leadership/ Meet Tomorrow’s Business Challenges: confidence-top-leadership-difference-between-women- http://www.ddiworld.com/resources/library/trend-research/ and-men global-leadership-forecast-2014-gender-report High-Resolution Leadership: http://www.ddiworld.com/ Oceans at MIT: Society for Women in Marine Science: hirezleadership http://oceans.mit.edu/news/featured-stories/ women-marine-science Is It Important to Elect a Female President?: http://www.nytimes.com/interactive/2016/02/17/ Reflections on the Gender Equity Study at MIT: us/17women-callout.html https://swmsmarinescience.files.wordpress.com/2014/08/ whoi-the-mit-gender-equity-study-for-web-site.pdf A Look at Women’s Leadership in Higher Education: http://ucsdnews.ucsd.edu/feature/three_deans_one_alum_ 2016 Forbes Women’s Summit Preview: take_a_look_at_womens_leadership_in_higher_education http://www.forbes.com/sites/moiraforbes/2016/03/17/ announcing-the-2016-forbes-womens-summit/#7685d61a10d3 JULIE HENRY works with leaders who want to influence change and make it stick. She was Co-Chair of the NMEA Fewer Women Run Big Companies Than Men Named John: 2004 Conference and is a former Executive Committee http://www.nytimes.com/2015/03/03/upshot/fewer-women- member, Conservation Committee Chair, and Board run-big-companies-than-men-named-john.html?_r=0 Member for NMEA, as well as a Life Member of FMSEA. She is committed to positively impacting the ocean through empowered leadership, strategic partnerships, and personal connections with the sea.
JOIN NMEA
We invite you to join us and share your ideas, resources, expertise, and inspiration with like-minded professionals.
Networking and building a sense of ’family’ is a key benefit of our organization—however, members receive many other benefits as well: discounts at conferences, opportunities for scholarship and leadership, and many others. See here for a complete list of benefits.
We have exciting initiatives happening both locally and globally and would love to collaborate with you!
You have many ways to get involved with this wonderful organization—join committees at http://www.marine-ed. org/ (click on Groups, then Committees), share your ideas, help with strategic initiatives, plan implementation, collaborate with other NMEA colleagues, and bring in new members (contact membership committee chair Lynn Whitley at [email protected]).
Go to the NMEA website at www.marine-ed.org and click on the “Join Us” link to choose your membership category and start the sign-up process.
4 Volume 30 • No. 1 • Summer 2016
Let’s Talk Science: The Implementation of Discussion Guides in Out-of-School Learning Settings BY KELLY RIEDINGER AND KAREN BURNS
At a marine science field station, a father and his daughter observe organisms in a saltwater aquarium. They are using a field guide to try and identify a particular crab they’ve noticed during their observations. Together, they talk and excitedly share their observations of the crab. They read the descrip- tions in the guide and consider the characteristics of each potential crab species. Each time, they discuss whether their observations of the crab fit with the descriptions they are reading. Eventually, they identify the organism as a blue crab, using their observations as evidence to support this assertion. The father shares a story with his daughter about a time they saw a blue crab at the beach and they laugh as he remem- bers trying to avoid getting pinched by the crab’s claws. They conclude their discussion and move on to observe another Families engaged with the discussion guides at the Chesapeake organism (Riedinger 2011). Light Tower Aquarium. Courtesy of Karen Burns THE ROLE OF OUT-OF-SCHOOL LEARNING EXPERIENCES youths’ interests and motivations to learn science (NRC 2009 Scenarios of families learning science together such as the and 2010). case shared above are common during visits to out-of- school learning settings. Families visit out-of-school learning FAMILY INTERACTIONS IN OUT-OF-SCHOOL environments such as museums, science centers, aquaria, LEARNING ENVIRONMENTS zoos, environmental education centers, and botanical Research has demonstrated that parents and other family gardens to learn science with their children, while also members facilitate youths’ learning of science in everyday having a fun and entertaining experience. During these activities and during visits to out-of-school learning environ- visits, they socially interact1 with one another, engage in ments (Ash 2003; Crowley et al. 2001; Zimmerman, Land, conversations, learn more about each family member, and McClain, Mohney, Choi, and Salman 2015; Zimmerman, experience scientific phenomena through programs and Reeve, and Bell 2010). During visits, families participate in exhibits (Riedinger 2012). learning conversations2 in which they socially interact and co-construct meaning3 of exhibit and program content. During Not only are visits to these environments entertaining for such conversations, parents and other adult family members families, but they also provide meaningful science experi- support science learning by pointing out essential features of ences for youth that complement what they learn in school. exhibits; model how to appropriately engage with exhibits; Before entering school, young children already have scientific demonstrate how to use evidence to support scientific knowledge that they have developed through everyday activi- arguments; and make connections to prior knowledge and ties and in other out-of-school learning environments. If we experiences (Ash 2003; Crowley et al. 2001; Zimmerman et al. view science learning as an ongoing, lifelong process then 2010 and 2015). Family groups use their prior knowledge and science learning that occurs outside the formal classroom experiences to understand the material presented in exhibits will play an important role in developing youths’ scientific and program content through such strategies as shared knowledge. Further, learning in out-of-school settings fosters remembering, storytelling, joking, and the use of analogies.
5 Volume 30 • No. 1 • Summer 2016
Museums and other out-of-school learning environments proceeding from our initial prototypes to the most recent recognize the advantages of group learning and are designing versions implemented at the aquarium, guided by data from programs and exhibits accordingly. Further, the field is our ongoing evaluation study. In detailing this process, we increasingly recognizing the significance of discourse and hope that our experiences will be of use to other education social interactions for supporting learning. As a result, exhibit professionals hoping to foster family learning and to facilitate and program developers are considering design implications conversations among visiting groups at their respective out- to support adult-child interactions and discourse through of-school settings. different activities, exhibits labels, and the layout of exhibits, thereby shifting the focus from the individual learner to the PILOT IMPLEMENTATION OF THE DISCUSSION learning group (Borun 2008). GUIDES Drawing on the initial set of discussion strategies, we devel- FAMILY DISCUSSION GUIDES AT THE VIRGINIA oped early prototypes of the family discussion guides for AQUARIUM AND MARINE SCIENCE CENTER each of the main exhibits and then piloted the guides with Building on these notions of learners as groups, the Virginia members of the Virginia Aquarium who visited as family Aquarium considered ways to foster learning conversa- groups. The guides were initially printed on 8½- by 11-inch tions and shared meaning-making for visiting family groups. cardstock and laminated. The prototype for the sea turtle Based on research recommendations, we developed family exhibit is presented in Figure 1 (see page 8) as an example. discussion guides to encourage social interaction and shared As presented in the sea turtle example, the discussion guides construction of meaning of aquarium exhibits and content. align with the general strategies and prompts synthesized Our goal was to provide parents and other adults with tools from the literature and identified in Table 1. For example, for engaging in social interactions with their family members the first bullet underThings You Can Do in the sea turtle to facilitate learning at aquarium exhibits. guide aligns with the category of Engaging with the Exhibit or Program in Table 1. In a parallel fashion, the recom- When we first began planning the guides, we developed a list mendation to “demonstrate enthusiasm and interest to read of basic strategies that would help families engage in conversa- and learn about sea turtles” is informed by the category of tions at the aquarium (see Table 1 on page 7). The table was Modeling Positive Attitudes and Interest in Science from grounded in theories of family learning conversations and our Table 1. review of the corpus of research in this area. We synthesized the key findings across the research studies reviewed and We used an exit interview to gather relevant data from partici- considered how these translated to practice. For example, pating family groups. Overall, families found the discussion one finding across the research studies reviewed was that guides useful for engaging in conversations at the exhibits, families draw on epistemic resources—prior knowledge and but offered several suggestions for improvement. Families experiences that families use as meaning-making resources— indicated the guides were too text heavy and large. Parents to interpret information and make connections to their lives of young children, in particular, preferred a smaller size and (Zimmerman et al. 2010). Using this finding, we included the recommended altering the format in a way that the guides general strategy of “elaborating on exhibit content by sharing could be clipped on a stroller or bag for easy access and stories, past experiences, and family history to help children transport. Finally, families suggested making the guides construct meaning and make connections to their lives” (see available at the admissions desk upon arrival, rather than at Table 1). Table 1 summarizes the general strategies we specu- the individual exhibits to facilitate advanced preparation and lated would prompt conversations between adult and youth planning within a family group. family members, informed by our review of research. Based on this feedback, we edited the size as well as the Using these basic strategies and discussion prompts as a amount of text on each guide. Each guide was altered to tool, we developed family discussion guide prototypes for a 5- by 7-inch card that we laminated and made available several of the large exhibits at the Virginia Aquarium including to parents at the admissions desk. We limited the text and the stingray touch pool, the Chesapeake Bay aquarium, the suggested prompts in the format of a bulleted list that would sea turtle exhibit, and the shark exhibit. In each guide, we be manageable for the families to implement. Additionally, offered suggestions for interacting with family members—and we provided the discussion guides on a clip that could be especially youth family members—at the exhibit as well as attached to a stroller or bag based on the early feedback. provided specific prompts that might elicit a conversation. A sample of the second iteration of the discussion guide is Our aim here is to detail our iterative development process, presented in Figure 2 (see page 8).
continued on page 8
6 Volume 30 • No. 1 • Summer 2016
TABLE 1. General Strategies and Discussion Prompts to Facilitate Family Learning
General Strategy Suggested Discussion Prompts Example
Direct youths’ attention to relevant “Did you notice it says…” “Did you read what it says about the and key aspects of the exhibit or “Did you see…” Journey of Water through Virginia?” program.
Help younger children read and “Let me help you read these “This says that one type of sea turtle decipher exhibit text, such as scien- instructions…” in the aquarium is a Loggerhead Sea tific information and instructions for Turtle.” manipulating interactive exhibits.
Encourage youth to participate “What do you think….” “We’ve been talking a lot about how equitably in discussions with family to protect sea turtles, what do you members. think? Do you have any ideas?”
Model for children how to interact “The instructions say to…” “It says to place the containers on with the interactive exhibits. the scale to discover whether salt water, brackish water or freshwater is heavier. I’m going to put the saltwater on the balance.”
Ask open-ended questions to guide “Why might it have happened that “Why do you think the saltwater was youths’ thinking and sense-making way?” heavier than the freshwater? Do you practices related to exhibit content have any explanations?” “What explanations do you have to make sense of that?” “How are these two things similar or different?”
Prompt children to think about, “You want to know…What do you “Why do you think the sea turtle discuss, and speculate about their think? Is there any information in the is resting on the bottom of the questions rather than directly exhibit that might help answer your aquarium? Let’s read the sea turtle answering for them. questions?” information in the exhibit to see if we can answer your question.” “Let’s look at the information and find out.”
Encourage scientific reasoning by “What makes you say that?” “You said that saltwater will be prompting learners to cite evidence “Why do you think that?” heavier? What makes you say that? during the discussions. Why do you think it is heavier than brackish water?”
Elaborate on exhibit content by “This reminds me of the time that “This reminds me of the time we sharing stories, past experiences, and we…” saw horseshoe crabs at the beach. family history and to help children Remember we incorrectly thought construct meaning and connect to they were stingrays?” their lives.
Model enthusiasm and interest for “Wow, this is really neat. Did you “Wow! Did you know that sometimes learning about program and exhibit know that…” Humpback whales migrate to our content. area during the winter?”
7 Volume 30 • No. 1 • Summer 2016
continued from page 6
After implementing this version of the guide, we conducted data to understand broad outcomes, while the observation another round of exit interviews with aquarium members protocol offered qualitative data to gain a detailed under- visiting as family groups to collect feedback. In this iteration, standing of how the guides were used, and what outcomes families suggested compiling the guides for each exhibit to resulted for groups. one document for ease of use (see Figure 3 on page 9). We used an intercept survey4 to gather formative feedback FORMATIVE AND SUMMATIVE EVALUATION regarding the updated, combined version of the discussion Our next step was to scale our evaluation efforts to continually guides. In addition, we developed an observation protocol for improve the resource, while also measuring the effective- noting interactions (e.g., engaging in discussion, asking ques- ness of the guides at fostering discussion and promoting tions, conducting observations) between members of visiting science learning outcomes among visiting groups. For this groups as well as to collect timing and tracking data5. For study, we expanded our pool of participants to include both both methods, we used a test group—groups who used the family groups who were members of the aquarium as well as discussion guides—as well as a comparison group in order to non-members. In addition, we decided to trial the discussion draw conclusions regarding the impact of the guides. Data guides among other types of groups. We felt it was important collection activities (i.e., observations and intercept surveys) to measure how the tool was used; for example, by schools were conducted during the week and on weekends to ensure visiting the aquarium on field trips. We wanted to use this infor- the sample was representative. A copy of both the intercept mation to continue our thinking about how the guides could survey and observation protocol are provided in Figure 4 (see be broadly implemented and expanded to meet the needs of page 10). different types of visiting groups. To implement the data collection tools, we randomly For both the formative and summative aspects of this approached all groups (regardless of group size)6 that evaluation study, we used a mixed methods approach that included at least one child and asked them to specify included both an intercept survey as well as an observation whether they were visiting as a family or school group. A protocol. The intercept survey provided us with quantitative group was considered anyone visiting with at least one other
FIGURE 1. Sea Turtle Exhibit Prototype FIGURE 2. Shark and Chesapeake Bay Discussion Guide
8 Volume 30 • No. 1 • Summer 2016
individual. School groups included any group that indicated TABLE 2. Interaction Outcomes they were visiting from a public, private, or home school. The groups included in this study ranged in size from two to ten Used Did not members, with an average group size of four members. The Evaluation Criteria the use the children ranged in age from infant to age 12. For the obser- Guide* Guide* vation protocol, we followed and timed groups in specific Talked with other members of my group 4.4 4.4 exhibits noting the time they entered and exited. In total, we collected data from 53 groups visiting the aquarium during Shared scientific facts 4.1 4.1 the one-month study period. Discussed our scientific observations 4.0 4.0
The data we collected helped us to understand outcomes of Engaged in critical thinking 3.0 3.0 the discussion guides for visiting groups as well as the ways *Mean score on a Likert Scale from 1 (rarely) to 5 (frequently). in which the guides fostered discussion and engagement at exhibits. Further, we continually improve the guides to ensure they are meeting the needs of visiting groups and use the In general, findings from the evaluation study demonstrated formative data to create ongoing iterations of the guides. the effectiveness of the discussion guides in fostering conversation between groups. Specifically, the observations Overall, we learned that many of the groups (32 out of 53) and timing study demonstrated that groups who used the elected to use the guides as a tool for discussing science with discussion guides engaged longer at exhibits as compared to other members of their group. Many of the adults used the groups who did not use the guides. The results of the inter- tool to scaffold the aquarium learning experience for children. cept survey further substantiated this claim; groups using the A number of positive outcomes resulted for family and school guides self-reported engaging in interactions such as talking groups who used the discussion guides. Average stay times with other members of their group, sharing scientific facts, from the timing data we collected and analyzed suggested discussing scientific observations, and engaging in critical that groups who used the guides engaged with the exhibits thinking more often than those who did not use the guides. longer. Specifically, family and school groups using the The comments provided by participating group members also discussion guides stayed 10 minutes and 20 seconds at suggested that the guides prompted conversation and deeper the exhibits on average, whereas groups who did not use engagement with the exhibits (see Table 3 on page 12). For the guides stayed an average of 6 minutes and 30 seconds. instance, one parent commented, “The parent guides allow Moreover, the findings from the survey indicated that the use me to have prolonged time at the exhibits with my children of the discussion guides resulted in increased interactions as they provide questions and activities to do with my chil- within groups such as more sharing of scientific facts and dren” (see Table 3). greater engagement in critical thinking (see Table 2).
FIGURE 3. Combined Version of Family Discussion Guides
9 Volume 30 • No. 1 • Summer 2016
Across a range of family and school groups as well as data keeping track of youth to ensure safety, especially during the collection strategies, the results of the evaluation study busy spring field trip season. The next step in our process is offered evidence to suggest that the discussion guides were to identify strategies for making the discussion guides more generally perceived positively and resulted in increased appealing and applicable to adult chaperones and visiting engagement at exhibits. school groups.
REFLECTIONS AND NEXT STEPS While overall we have received positive feedback related Throughout our iterative development and implementa- to the implementation of the guides, we continue to refine tion process, we learned about a number of unanticipated the guides based on input from participating groups. For outcomes. For instance, we learned that volunteer docents instance, based on feedback we intend to make the guide asked to use the guides as a resource because they noted available online through the Virginia Aquarium website. that it helped them to engage productively with visitors at each of the aquarium exhibits. Additionally, we learned that IMPLICATIONS the discussion guides provided a useful tool for visiting home We highlight our development and use of the discussion school groups on field trips to the aquarium. Similar to the guides here as a tool for other education professionals who family groups, parents of home school groups indicated that might be interested in implementing similar strategies and the guides provided them with prompts to initiate discussions tools at their own out-of-school science education settings. and engagement at the aquarium exhibits. During the study We believe that other institutions can use the idea of the of school groups, we learned adult chaperones are less eager discussion guides as well as the general strategies and to implement use of the discussion guides. We encouraged prompts identified in Table 1 to adapt to the exhibits and adult chaperones from several school groups to experiment programs at their own facilities. The strategies we developed with using the discussion guides; however, adult chaper- were grounded by our review of the literature and represent ones were often hesitant, as they saw their role as primarily best practices in the field, based on current research findings.
FIGURE 4. Data Collection Instruments
Observation Form Observation Form Date: Exhibit: Thank you agreeing for to complete this short voluntary survey.
Your Age : ! 18-‐24 ! 25-‐30 ! 31-‐40 ! 41-‐50 ! 51-‐60 ! 61+ Date: ______Exhibit: Su ______M ______Tu W Th ______F Sa Date: ______Su Exhibit: M Tu ______W Th F Sa Age of Children: ! Infant ! Toddler ! PreK-‐K ! 1-‐3rd grade ! 4-‐6th Day of the Week (Circle): Day of the Week (Circle): Your Gender : ! M ! F
Group Composition Group Composition Your Group: ! Visiting with my family ! Visiting with a School Group Males Females Approximate Males Females Approximate Which of the following best describes your relationship to the children in # of Age(s) of # of Age(s) of group? Adults Children Adults Children ! Parent ! Grandparent ! Older sibling ! Other Family Member Males Females Males Females ! Teacher ! Nanny ! Other ______# of # of Did you use the parent s guide : ! Yes ! No Children Children
How frequently did the following interactions occur within your group during your visit today? Use of the Parent Guide? Yes No Use of the Parent Guide? Yes No Frequently Sometimes Rarely Talked with other members of ! ! ! ! ! Start Time at Exhibit: ______Start Time at Exhibit: ______the group Shared scientific facts ! ! ! ! ! End Time at Exhibit: ______End Time at Exhibit: ______Read the information panels ! ! ! ! !
Engaged with the interactive ! ! ! ! ! exhibits Notes: Notes: Asked scientific questions ! ! ! ! ! Discussed our scientific ! ! ! ! ! observations of the animals
Made comparisons of different ! ! ! ! ! animals
Engaged in critical thinking ! ! ! ! ! Used evidence to support ideas ! ! ! ! ! discussed Discussed animal and/or ! ! ! ! ! ecosystem conservation
If you used the parent guides, what did you like most about the guides?
10 Volume 30 • No. 1 • Summer 2016
Through the example we detailed here, we aim to provide a member of the National Marine Educators Association, model for other organizations and institutions to modify for National Association for Interpretation, and Association for their particular needs to implement with their visitors. Further, Zoos and Aquariums. we believe discussion guide can be adapted for use by class- room teachers during field trips with students. Classroom ENDNOTES teachers can edit the guides for adult chaperones to use as a 1 By social interactions, we refer to exchanges between tool to facilitate the field trip experience for youth and prompt individuals where we act and react to others in our social meaningful learning. group through our actions and behaviors.
FINAL THOUGHTS 2 We define learning conversations as opportunities for Out-of-school science education environments provide groups (such as families) to socially interact and engage meaningful learning experiences in which visiting groups with one another to make sense of content presented in engage with one another to co-construct scientific knowl- out-of-school programs and exhibits (Zimmerman et al. edge. In an effort to foster such group interactions, discussion 2010). guides were developed and implemented at the Virginia Aquarium and Marine Science Center. Providing guides to 3 Co-construction of meaning draws on theories of distrib- visiting family and school groups encourages learning conver- uted cognition where individuals work collaboratively sations and helps parents and other adults appropriately to make sense of science concepts to construct shared scaffold youths’ learning during the visit, creating a valuable knowledge. science learning experience for all groups. 4 An intercept survey refers to a method by which the KELLY RIEDINGER currently serves as the Director of research/evaluator approaches visiting groups while they Research and Evaluation at David Heil & Associates, Inc. are at the exhibit and asks for feedback, at the location While at the University of Maryland, she conducted an and in person. ongoing research study with middle school groups visiting the Chincoteague Bay Field Station (formerly the Marine 5 For the observation study, we noted the time that families Science Consortium) on the Chesapeake Bay. She previ- entered and exited each exhibit and then calculated an ously worked as an assistant professor at the University of average. This average stay time provides a measure of how North Carolina Wilmington teaching science methods and well the guides engaged visiting groups at each exhibit. environmental education courses. Before that, she was a classroom oceanography and Earth science teacher in 6 In all cases, we asked for participants’ consent before Gloucester County and Virginia Beach Public Schools as well collecting any data. as an educator at the Virginia Aquarium and Marine Science Center. Kelly is active in several professional associations and currently serves on the Informal Science Education Committee of the National Science Teachers Association and as the co-chair of the Education Research Committee of the National Marine Educators Association.
KAREN BURNS has worked in the education department at the Virginia Aquarium & Marine Science Center for 23 years. In her current position as Education Specialist, Bay & Ocean Literacy, she is responsible for coordinating all public education programs and develops and implements educational programs for a diversity of audiences including adults, seniors, and students from all segments of the local community. She teaches Communicating Oceans Sciences to Informal Audiences, for students at Old Dominion University and Hampton University and Virginia Wesleyan College. She is also a facilitator for Reflecting on Practice, an informal Mother and daughter using a discussion guide at the Norfolk educators professional learning program. Karen is an active Canyon shark exhibit. Courtesy of Karen Burns
11 Volume 30 • No. 1 • Summer 2016
TABLE 3. Feedback and Comments from Participating Families
Comment
“Since I am not an expert on any of these animals or exhibits, I especially like the Discussion Ideas section to help me engage in conversation with my children about more in-depth information. Otherwise, I wouldn't be able to do much more than identify the animals.”
“The parent guides allow me to have prolonged time at the exhibit with my children, as they provide questions and activities to do with my children when we visit those exhibits.”
“I come here often with my kids and the parent guides give me some new ways to interact with my children at the exhibits. We spend more time when we use them because we have more to do than just look at and/or touch the animals.”
“The Things to Do sections provide guidance for interactions that use multiple senses. They also provide strategies for looking at the exhibit and/or the animals in different ways other than just identifying them. When using the parent guides, I feel like I am prepared to interact and engage in conversations with my children.”
“The guide was informative and helped with critical thinking. We used the guide to model behavior.”
REFERENCES Ash, D. (2003). Dialogical inquiry in life science conversa- Riedinger, K. (2011). Identity Development of Middle School tions of family groups in a museum. Journal of Research Students as Learners of Science at an Informal Science in Science Teaching, 40(2): 138-162. Education Camp. Unpublished doctoral dissertation. College Park, MD: University of Maryland. Borun, M. (2008). Why family learning in museums? Exhibitionist, 27(1): 6-9. Riedinger, K. (2012). Family connections: Family conversa- tions in informal learning environments. Childhood Crowley, K., M. A. Callanan, J. L. Jipson, J. Galco, K. Topping, Education, 88: 125-127. and J. Shrager. (2001). Shared scientific thinking in everyday parent-child activity. Science Education, 85: Zimmerman, H. T., S. M. Land, L. McClain, M. R. Mohney, 712-732. G. W. Choi, and F. H. Salman. (2015). Tree investiga- tors: Supporting families’ scientific talk in an arboretum National Research Council. (2009). Learning Science in with mobile computers. International Journal of Informal Environments: Peoples, Places and Pursuits. Science Education, Part B: Communication and Public Washington, DC: The National Academies Press. Engagement, 5(1): 44-67.
National Research Council. (2010). Surrounded By Science: Zimmerman, H. T., S. Reeve, and P. Bell. (2010). Family Learning Science in Informal Environments. Washington, sense-making practices in science center conversations. DC: The National Academies Press. Science Education, 94(3): 478-505.
12 Volume 30 • No. 1 • Summer 2016
ACTIVITY: Hear Ye, Hear Ye: Mock Town Hall Meeting on Human-Induced Impacts on the Ecosystem BY JDHORDANE T. WILLIAMS, JENNIFER A. GÜT, MICHELE B. SHERMAN, AND MARY CARLA CURRAN
INTRODUCTION Effective communication is an important aspect of science (Fischhoff 2013). Once scientists finish analyzing data, they must communicate the results to both their peers and the general public. The goal of communicating science accu- rately is to educate people about the pros and cons of their choices so that they can make sound and informed decisions (Fischhoff 2013). Therefore, the next generation of scientists, found among our students, need to understand the impor- tance of communicating information accurately. The present activity facilitates the dissemination of information via student interaction. Students research a potential human-induced impact to the environment and then work in groups to help write a short three-minute speech about whether they are for or against it using an appropriate amount of quality evidence to support their claims. Up to two representatives from each of the groups then takes on the role of a major player and delivers the speech in an open forum, which is a mock Town FIGURE 1. The Savannah Harbor (pictured above) in Savannah, Hall Meeting. Researching the topic and preparing a document GA is the fourth busiest port for container ships and the single is used not only as mechanisms to disseminate informa- largest container facility in the U.S. Courtesy of Jennifer A. Güt tion, but also to assess student understanding of the topic (Fogleman and Curran 2006). It is through the Town Hall Meeting that students learn how information gathered during currently limited to vessels that have a carrying capacity of the research phase is disseminated to the public. up to 5,000 twenty-foot equivalent units (TEUs). It is for this reason that the Savannah Harbor Expansion Project (SHEP) is Public Works Project underway. The goal of this project is to deepen the Savannah The public works project chosen for the present activity is the River shipping channel from 12.8 m to 14.3 m (42 to 47 ft) dredging of the Savannah River shipping channel in coastal and extend it 11.4 km seaward from the mouth of the river Georgia, known as the Savannah Harbor Expansion Project. (USACE 2012). The result of the expansion project will be However, any topic of local and/or national interest can be that both the shipping channel and harbor can accommodate used for this activity. See “Modifications” for suggestions of larger, more efficient vessels (Georgia Ports Authority 2014) other applicable topics. with a carrying capacity of 12,500 TEUs. These vessels are referred to as Post-Panamax because they will be able to BACKGROUND traverse the Panama Canal after its expansion in 2016. The Savannah River serves as a natural boundary between Georgia and South Carolina and is a biological and economic The dredging of the Savannah River will increase salinity resource to both states (Georgia River Network 2015). It levels as well as decrease dissolved oxygen, which could is home to the fourth busiest harbor for container ships, impact local fish species (USACE 2012; Güt 2015). On the and the single largest container facility in the U.S. (Georgia other hand, there will be economic benefits to the region, Ports Authority 2014; see Figure 1). The Savannah Harbor is state, and nation through job growth and financial savings
13 Volume 30 • No. 1 • Summer 2016
(USACE 2012; Georgia Ports Authority 2014). The harbor environmental and economic impacts of the harbor expan- expansion will reduce net shipping costs by an estimated sion. The EPA also represents the federal government, but $174 million per year for the nation. In addition, there is an only focuses on the environmentally related aspects of the expected increase of 11,555 new jobs during the construc- expansion. The non-profit agency serves as an advocate for tion phase of the project (USACE 2012; Georgia Ports environmental protection, while the university researcher Authority 2014). presents scientific facts that he/she gathered about the biological impacts of the project. OBJECTIVES This activity is designed to teach high school students about Standards for the English Language Arts the potential effects of a human-induced impact on the (IRA and NCTE 1996) environment, while also honing their science communica- 1. Students read a wide range of print and non-print texts tion skills. Students learn about the SHEP and its potential to build an understanding of texts, of themselves, and of economic and environmental consequences. They also learn the cultures of the United States and the world; to acquire about the various groups involved in the SHEP, including the new information; to respond to the needs and demands Georgia Ports Authority (GPA), U.S. Army Corps of Engineers of society and the workplace; and for personal fulfillment. (USACE), U.S. Environmental Protection Agency (EPA), a Among these texts are fiction and nonfiction, classic and general environmental non-profit agency, and a university contemporary works. researcher. In this activity, the GPA represents the state government in the Town Hall Meeting and serves as both a 4. Students adjust their use of spoken, written, and visual major economic player in the state and a supporter of the language (e.g., conventions, style, vocabulary) to commu- port expansion. The USACE represents the federal govern- nicate effectively with a variety of audiences and for ment, having conducted a large-scale study on the potential different purposes.
NEXT GENERATION SCIENCE STANDARDS (NGSS LEAD STATES 2013) Standard: HS. Interdependent Relationships in Ecosystems HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Science and Activity Objectives Disciplinary Core Ideas Crosscutting Concepts Engineering Practices
Compare and evaluate two Engaging in Argument LS2.C: Ecosystem Dynamics, Stability and Change solutions to an effect associ- from Evidence Functioning, and Resilience Much of science deals with ated with the human-induced • Design, evaluate, and refine • Anthropogenic changes constructing explanations of how impact, and write a short essay a solution to a complex (induced by human activity) things change and how things describing which solution you real-world problem, based in the environment—including remain stable. (HS-LS2-7) would choose and why, while on scientific knowledge, habitat destruction, pollu- keeping in mind the pros and student-generated sources of tion, introduction of invasive cons of each. evidence, prioritized criteria, species, overexploitation, and and tradeoff considerations. climate change—can disrupt (HS-LS2-7) an ecosystem and threaten the survival of some species. (HS-LS2-7)
ETS1.B: Developing Possible Solutions • When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reli- ability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-LS2-7)
14 Volume 30 • No. 1 • Summer 2016
7. Students conduct research on issues and interests by MATERIALS generating ideas and questions, and by posing prob- • See Background information on page 13 lems. They gather, evaluate, and synthesize data from a • Cue Cards (provided): All members of each group should variety of sources (e.g., print and non-print texts, artifacts, receive a copy of the Cue Card (see pages 19, 21-22) that people) to communicate their discoveries in ways that contains information for their role suit their purpose and audience. • Pencil and paper for each student to write down facts and help create essay 8. Students use a variety of technological and informational • Computers, tablets, and/or other electronic devices with resources (e.g., libraries, databases, computer networks, internet access video) to gather and synthesize information and to create • Timer, stopwatch, and/or other timing device to record and communicate knowledge. time: 1 per group • Town Hall Scuttlebutt Assessment (see page 23): 1 copy Ocean Literacy Principles per student (National Marine Educators Association 2013) Keywords: communication, Town Hall Meeting, human- Principle 6. The ocean and humans are inextricably induced impact, dredging, NGSS, ocean literacy interconnected.
6A. The ocean affects every human life. It supplies freshwater ACTIVITY (most rain comes from the ocean) and nearly all Earth’s oxygen. The ocean moderates the Earth’s climate, influ- Day 1 ences our weather, and affects human health. 1. Begin the activity by assessing student knowledge of human-induced impacts to the environment by asking 6B. The ocean provides food, medicines, and mineral and several warm-up questions. Some example questions energy resources. It supports jobs and national econo- are: 1) What is the difference between a human-induced mies, serves as a highway for transportation of goods and impact and a natural impact; 2) What is an example of people, and plays a role in national security. each; 3) Have any of you heard of a public works project that impacts the environment; 4) Who is involved in such 6D. Humans affect the ocean in a variety of ways. Laws, projects; 5) What are some of the benefits of the proj- regulations, and resource management affect what is ects; and 6) What are some of the adverse effects that taken out and put into the ocean. Human development these projects could have on the environment? and activity leads to pollution (point source, nonpoint source, and noise pollution), changes to ocean chemistry 2. Discuss with students the difference between human- (ocean acidification), and physical modifications (changes induced impacts (those resulting from human activity) to beaches, shores, and rivers). In addition, humans have and natural impacts (e.g., hurricanes, typhoons, etc.). removed most of the large vertebrates from the ocean. Lead a class discussion using the Background information provided. Explain to the class what the Savannah Harbor 6G. Everyone is responsible for caring for the ocean. The Expansion Project (SHEP) is and its purpose. Introduce ocean sustains life on Earth and humans must live the major players involved in the SHEP and explain the in ways that sustain the ocean. Individual and collec- roles of each of these parties. tive actions are needed to effectively manage ocean resources for all. 3. Once the discussion is concluded and students have an understanding of the SHEP and the major players TIME involved, separate the students into groups of approxi- This activity can be completed in three class periods lasting mately equal sizes. approximately 50 minutes each; however, the amount of time and number of days needed is at the discretion of the 4. Assign each group to a major player. For example, one teacher. group should be assigned as the U.S. Army Corps of Engineers (USACE), one group as the Environmental Protection Agency (EPA), and so forth. Provide all members of each group with a Cue Card that contains
15 Volume 30 • No. 1 • Summer 2016
background information for their major player. Inform the access (see Figure 2). For example, an additional 25 students that 1-2 representatives from each of their groups facts should be obtained if 5 students are in a group, will be responsible for communicating the economic and/ though some of the information may overlap. Students or environmental effects of the human-induced impact can also expand upon points presented on their Cue Card from the point of view of their major player during a mock if preferred. Remind students of the need for credible Town Hall Meeting on Day 3 of the activity. For example, evidence to support their claims. See “Modifications” on students representing the Georgia Ports Authority (GPA) page 17 for suggestions if conducting additional research should focus on the economic benefit of the project, as a group is preferred, or if time does not permit addi- whereas students representing the university researcher tional research during class. should focus on the impact of dredging on organisms. Students will need to ensure that the claims they make Day 2 during the Town Hall Meeting are supported by an 1. Have students meet in their respective groups and appropriate amount of quality evidence. For instance, discuss what they each researched the previous day. information gathered from an Environmental Impact During the group session, instruct students to decide who Assessment report published by the U.S. Army Corps of among them will represent their major player during the Engineers or a peer-reviewed scientific study would be Town Hall Meeting, and what points they should discuss. reliable to use as evidence of a claim, while information Up to two people can be chosen to represent each group. gathered from Wikipedia or a website entitled “All about See “Modifications” for ideas of bringing professionals into dredging according to Bob” may not be completely accu- the classroom to assist with this portion of the activity. rate. Furthermore, students should understand that the more evidence they have, the stronger their argument. For 2. Instruct each group to work together to create a three- instance, a student who has gathered information from five minute speech describing their current stance on the different scientific studies about the ecological conse- Savannah Harbor Expansion Project. The facts provided quences of the project will have much stronger evidence on the Cue Cards can be used as a framework for the to support his/her argument than a student who only speech, but at least 50% of the facts should come from gathered facts from one scientific study. the research that the students conducted on their own. Remind students that they should determine which facts 5. Instruct all members of each group to research indepen- are the most important to include in their speeches, dently five additional points about the SHEP from the as they will only have three minutes to convey their point of view of their major player by using computers, message to the general public. tablets, and/or other electronic devices with internet 3. Allow time for students serving as the representatives of each major player to quietly rehearse the speech. During this time, their fellow group members should provide constructive feedback, as well as record the time to ensure that the representatives are adhering to the three-minute time limit.
Day 3 1. Inform students that this is the day they will participate in a mock Town Hall Meeting, which is the culminating portion of this activity.
2. The instructor will act as the moderator, responsible for ensuring civil debate while maintaining a level of decorum.
3. Assign one student to be the time keeper. He/she will FIGURE 2. A group of students assigned as the Georgia Ports be responsible for ensuring that speakers do not go over Authority (GPA) research the Savannah Harbor Expansion their allotted time. Conforming to the time will encourage Project. Courtesy of Michele B. Sherman students to present their points succinctly.
16 Volume 30 • No. 1 • Summer 2016
4. Ask the students chosen to represent the major players to sit at the front of the classroom facing their peers. These students will serve as the “panel” of major players during the Town Hall Meeting.
5. Inform all of the other students that they will now act as the general public during the Town Hall Meeting. The general public is allowed to be persuaded by various arguments, despite the research that they conducted when they were assigned to a major player. During the Town Hall Meeting, the general public can pose questions regarding the SHEP. The panel will be expected to answer these questions, for which they will be unprepared. This exchange between the students promotes communication, higher level thinking, and problem solving.
Town Hall Meeting Synopsis A. Town Hall Meeting Introductions FIGURE 3. A student pretending to represent the Environmental i. The moderator calls the Town Hall Meeting to order. Protection Agency. Courtesy of Jennifer A. Güt Each major player stands, introduces himself/herself, and provides his/her current stance on the Savannah Harbor Expansion Project (see Figure 3). Each initial introduction MODIFICATIONS should be limited to three minutes. The framework of the activity is applicable, but not limited to topics such as deforestation, fracking, pollution, the ii. Upon completion of initial introductions, each major introduction of invasive species, or even a small construc- player has one minute for a rebuttal in regards to anything tion project. The example presented in this activity is the that was stated by another major player during initial intro- dredging of the Savannah River shipping channel. Several of ductions. The sequence of rebuttals can be the same as the major players chosen for the Savannah Harbor Expansion the initial introduction, but is at the teacher’s discretion. Project will be different from those for other human-induced impacts. Giving the instructors the freedom to select a B. Open Floor Discussion specific human-induced impact allows them to select major i. Members of the general public have 30 seconds to players relevant to their geographical location, and provides address a panel member with a question. students the opportunity to learn about their local economy and environment. ii. Major players are given time to respond to the questions. The time limit for responses is at the discretion of the On Day 1 of this activity, additional research could be instructor. After responses are complete, the time keeper completed as a group instead of independently. It could opens the conversation to all of the panel members by also be completed as a homework assignment if preferred. saying the word “free.” The panel members should take Another option could be to invite professionals who repre- turns speaking. sent each major player, such as an employee of the Georgia Ports Authority, into the classroom to share their particular C. Closing Arguments affiliation’s view on the project. A video conferencing session i. Panel members have one minute for closing statements. could be planned if the guest speakers are not available to visit the class. ii. The Town Hall Scuttlebutt Assessment is administered (see Figure 4 on page 18) to the entire student body. It A fun extension to this activity is to incorporate an additional serves as a summative assessment to the activity. group that represents the media. This group of students could interview the major players and write a short news article describing the position of all of the major players on the current status of the Savannah Harbor Expansion
17 Volume 30 • No. 1 • Summer 2016
points when an important message needs to be conveyed in a short time period. Many groups commented on how they would have picked different points to make their argu- ments stronger if they had another opportunity to present their cases. Some students were uncomfortable speaking in front of the class, so choosing two representatives from each group of major players may help alleviate some of the nervousness that comes with public speaking. Several of the students serving as representatives were uncomfortable knowing that they were expected to answer questions posed by the general public. In fact, some students were unable to answer the questions. This highlighted the importance of FIGURE 4. A student completes the Town Hall Scuttlebutt being equipped with as much information as possible when Assessment after participating in a mock Town Hall Meeting. trying to make an argument. Courtesy of Jennifer A. Güt It is important students of all achievement levels represent Project in an honest, ethical, and unbiased way. The news the major players who are considered pro-environment or article could then be distributed to the general public prior vice versa. Instructors should recognize students who may be to the Town Hall Meeting. The media could also produce a strong at either economics or biology and encourage them Public Service Announcement (PSA) using free video editing to represent major players with opposing views to further software found on the internet, such as Screencast-O-Matic. expand their critical thinking and academic growth. Individuals who have Mac computers could use iMovie. If resources are available for students to record and edit PSAs, “Hear Ye, Hear Ye: Mock Town Hall Meeting on Human- then a rubric should be utilized. An example of a PSA rubric is Induced Impacts on the Ecosystem” is an activity in which provided with this activity (see Table 1 on page 19). In addi- students learn about a public works project that affects the tion to the PSAs, the media could produce a radio broadcast environment, and how information about such projects is using free websites available, such as vocaroo.com. PSAs disseminated via Town Hall Meetings. Students also learn and radio broadcasts should be limited to 60-90 seconds. If about the major players involved. This activity is extremely resources are not available for the recording of multimedia versatile because the end result is the same regardless of pieces, the presentation could be performed in front of the the topic covered—students learn the importance of effective class as a skit. communication.
This activity can be completed in three class periods lasting ACKNOWLEDGMENTS approximately 50-minutes each. However, additional time We thank the NOAA Living Marine Resources Cooperative may be desired, as students who participated in this activity Science Center (Award # NA06OAR4810163) for funding this were very engaged and requested more time to research activity as well as the efforts of Jdhordane T. Williams and their major players and prepare their speeches. Therefore, Jennifer A. Güt. The efforts of Michele B. Sherman and Mary teachers can modify the time allotted to each portion of Carla Curran were funded by a Department of Education the activity or assign some tasks as homework to suit the Title VII grant (Award # P382G090003). We also thank requests/needs of their students. the National Science Foundation OEDG program (Award # 914680) for funding some of the research that was presented DISCUSSION in this activity. A special thanks to the counselors and students Students who conducted this activity gained an under- at the 2015 Coast Camp summer program held at Savannah standing of the importance of communicating information State University for participating in this activity. We appreciate accurately and effectively, as each representative of the major Chelsea Caldwell, Patrick Clower, Keya Jackson, Chelsea L. players had only three minutes to state his/her stance on the Parrish, Jasmine Pinto, Coral Thompson, and Angelina Vega for Savannah Harbor Expansion Project. Some students were allowing us to take their photographs. This publication is also surprised by how quickly the three minutes passed despite listed as Contribution Number 1790 of the Belle W. Baruch having practiced, and were unable to complete their entire Institute for Marine and Coastal Science. speech. This emphasized the importance of picking out key continued on page 20
18 Volume 30 • No. 1 • Summer 2016
TABLE 1. Public Service Announcement (PSA) rubric. Storyboard adherence is the blueprint for the PSA video production. Storyboards should be completed before students begin filming the PSA. Instructors should use the storyboard as a formative assessment of student progress. The instructor should check the storyboard against the actual video to assess student adherence to his/her plan. Student partici- pation should also be considered to make sure one student does not do more than another.
Score Content Message Video Quality/Editing Audio Quality Storyboard Adherence Level
Student has clear knowl- The tape is edited with only high quality The audio is clear and Illustrates the video sequence edge of topic, concept, and shots remaining. Video moves smoothly effectively assists in commu- with the affiliated thumbnail. medium requirements. from shot to shot. A variety of transitions nicating the main idea. Each thumbnail includes notes Proposal is creative and is used to assist in communicating the Background audio is kept in of scene transition, sound tracks, 4 well written with compelling main idea and smooth the flow from balance. title of scene, and text for dialog. message for the desired one scene to the next. Shots and scenes Included notes of narration. effect. flow seamlessly. Digital effects are used appropriately for emphasis.
Student has a basic knowl- The tape is edited throughout with only The audio is clear and assists The storyboard includes thumb- edge of topic, concept, and quality shots remaining. A variety of tran- in communicating the main nail sketches of each video medium requirements. sitions are used. Good pacing and timing. idea. scene and includes text for each Proposal is written with segment of the presentation, 3 limited creativity and orga- descriptions of background nization to define desired audio for each scene, and notes effect. about proposed shots and dialogue.
Student concept is evident, The tape is edited in a few spots. Several The audio is inconsistent in Thumbnails are not in logical but lacks continuity and poor shots remain. Transitions from shot clarity (too loud/too soft/ order, and lack the necessary clarity. The desired effect is to shot are choppy, and the types of garbled) at times and /or notes for description. 2 lacking. wipes and fades selected are not always the background audio over- appropriate for the scene. There are powers the primary audio. many unnatural breaks and/or early cuts.
Student concept is under- The tape is unedited and many poor The audio is cut-off and Little to no evidence of developed or absent. There shots remain. No transitions between inconsistent or overpowering storyboard. 1 is little to no creativity, and clips are used. Raw clips run back to back message is lost amongst in the final video target audience.
CUE CARD: U.S. Environmental Protection Agency (EPA) Mission: The EPA mission is to protect human health and the environment (EPA 2015). • Environmental protection is an integral consideration in U.S. policies concerning natural resources, human health, economic growth, energy, transportation, agriculture, industry, and international trade, and these factors are considered when establishing environmental policy. • The EPA is tasked with providing an appropriate amount of accurate information so that all parts of society— communities, individuals, businesses, and state, local, and tribal governments—are able to effectively participate in managing human health and environmental risks. • The Water Resources Development Act of 1999 requires the EPA Administrator as well as the Secretary of Interior, Secretary of Commerce, and Secretary of the Army to approve the selected plan for the Savannah Harbor Expansion Project (SHEP) and determine that the associated alleviation plan adequately addresses the potential environmental impacts of the project.
19 Volume 30 • No. 1 • Summer 2016
continued from page 18
REFERENCES NGSS Lead States. (2013). Next Generation Science Barber, H.E. (2004). Georgia Ports Authority. Available Standards: For States, By States. Washington, DC: online at: http://www.georgiaencyclopedia.org/articles/ The National Academies Press. business-economy/georgia-ports-authority SELC. (2012). Available online at: https://www.southern- Collins, M.R., and T.I.J. Smith. (1993). Characteristics of the environment.org/uploads/pages/SELC%20PCA%20 adult segment of the Savannah River population of short- Complaint%20-%202-3-12.pdf nose sturgeon. Proceedings of the Annular Conference of the Southeastern Association of Fish and Wildlife U.S. Army Corps of Engineers (USACE). (2012). Final Agencies, 47: 485-491. Environmental Impact Statement for Savannah Harbor Expansion Project: Environmental Consequences of the Collins, M.R., W.C. Post, D.C. Russ, and T.I.J. Smith. (2002). Proposed Action. USACE, 216 p. Habitat use and movements of juvenile shortnose sturgeon in the Savannah River, Georgia-South Carolina. U.S. Army Corps of Engineers (USACE). (2015). Available Transactions of the American Fisheries Society, 131: online at: http://www.usace.army.mil 975-979. van der Veer, H.W., M.J.N. Bergman, and J.J. Beukema. Environmental Protection Agency (EPA). (2015). Available (1985). Dredging activities in the Dutch Wadden Sea: online at: http://www.epa.gov Effects on macrobenthic infauna. Netherland Journal of Sea Research, 19(2): 183-190. Fischhoff, B. (2013). The science of science communica- tion. Proceedings of the National Academy of Sciences, Wrona-Meadows, A., C.J. Carroll Schlick, and M.C. Curran. 110(3): 14033-14039. (Unpubl.). Habitat use, site fidelity, and movements of adult Shortnose Sturgeon Acipenser brevirostrum in the Savannah Fogleman, T., and M.C. Curran. (2006). Save our salt River, Georgia-South Carolina between 2006 and 2009. marshes! Using educational brochures to increase student awareness of salt marsh ecology. Current: The Journal of JDHORDANE T. WILLIAMS is a high school science teacher Marine Education, 22(3): 23-25. at Savannah Arts Academy in Savannah, Georgia. He obtained his bachelor’s of science in biology from Armstrong Georgia Ports Authority. (2014). Annual Report Fiscal Year Atlantic State University. 2014. Georgia Ports Authority, 24 p. JENNIFER A. GÜT obtained her master’s of science in marine Georgia River Network. (2015). Savannah River. Available sciences from Savannah State University where she also online at: http://garivers.org/other-georgia-rivers/ worked as a Marine Sciences Technician. She is interested in savannah-river.html the effects of human-induced impacts on fish assemblages.
Güt, J.A. (2015). Characterizing and Comparing Fish MICHELE B. SHERMAN obtained her master’s of science in Assemblages Near the Mouth of the Savannah River, marine sciences from Savannah State University (SSU). She Georgia. M.S. Thesis. Savannah, GA: Savannah State is currently a Marine Sciences Technician at SSU. Her areas of University, 82 p. interest include host-parasite relationships and marine policy.
International Reading Association (IRA) and National Council MARY C. CURRAN is a Full Professor in the Department of Teachers of English (NCTE). (1996). Standards for of Marine and Environmental Sciences at Savannah State the English language arts. The International Reading University. She is passionate about outreach activities and Association and the National Council of Teachers of hopes to encourage students to remain interested in the English: Newark, DE & Urbana, IL. sciences. Her areas of research include fish biology, parasite- host interactions, and estuarine ecology. National Marine Educators Association. (2013). Ocean Literacy: The Essential Principles and Fundamental Concepts of Ocean Sciences for Learners of all Ages. 13 pp. Available online at: http://www.coexploration.org/ oceanliteracy/documents/OceanLitChart.pdf
20 Volume 30 • No. 1 • Summer 2016
CUE CARD: U.S. Army Corps of Engineers (USACE) Mission: The USACE mission is to deliver vital public and military engineering services; partnering in peace and war to strengthen our nation’s security, energize the economy, and reduce risks from disasters (USACE 2015). • The USACE is a steward of taxpayer money and must determine which projects are good investments for the nation. It determines engineering feasibility, economic viability, and environmental acceptability. • The USACE has the responsibility to improve harbors as stated by Section 10 of the Rivers and Harbors Appropriation Act of 1899. • The 1999 Water Resources Development Act authorized the USACE to dredge the Savannah Harbor to a maximum depth of 14.6 m (48 ft), which was later amended to 14.3 m (47 ft). • The USACE created some of the features that reduced the negative environmental impacts of the dredging, including the construction of a fish ladder and the addition of special devices to inject oxygen. They are working in close coordination with the U.S. Fish and Wildlife Service, the U.S. Environmental Protection Agency, and the National Marine Fisheries Services. • The Savannah Harbor Expansion Project would bring in a net profit of $174 million to the U.S. annually.
CUE CARD: General Environmental Non-Profit Agency An environmental non-profit agency has an ongoing interest in protecting water quality and conserving wildlife and its habitats through education, advocacy, and action.
Multiple environmental non-profits, in a joint filing, were represented by the Southern Environmental Law Center (SELC) in their suit against the U.S. Army Corps of Engineers (USACE). The action addressed a “declaration that discharges made to land, water, and environment in South Carolina in connection with the proposed Savannah Harbor Expansion Project by the Defendant United States Army Corps of Engineers require permits pursuant to the South Carolina Pollution Control Act” (SELC v USACE 2012).
• An estuary is semi-enclosed coastal body of water that receives both freshwater and saltwater. Estuaries are essential for many organisms, including fish. • The City of Savannah will be forced to move the water intake line, from which the city gets much of its drinking water, further upstream due to the increased salinity levels as a result of the SHEP. This task would cost an extra $30 million dollars in addition to the proposed cost of the SHEP (USACE 2012). • The shortnose sturgeon (Acipenser brevirostrum) has been a federally endangered species since March 1967 and resides in the Savannah River. This species spends most of the year in the estuary but travels approximately 200 miles upstream to spawn within the shoals of the Savannah River (Collins and Smith 1993). • The striped bass (Morone saxatilis) is a very popular game fish in the Savannah River. It spawns upstream in the Savannah River (USACE 2012).
21 Volume 30 • No. 1 • Summer 2016
CUE CARD: Georgia Ports Authority (GPA) Mission: The GPAs mission is to develop, maintain, and operate ocean and inland river ports within Georgia; foster international trade and new industry for state and local communities; promote Georgia’s agricultural, industrial, and natural resources; and maintain the natural quality of the environment (Barber 2004) (http://www.georgiaencyclo- pedia.org/articles/business-economy/georgia-ports-authority). • Deep-water ports and inland barge terminals in Georgia support more than 369,000 jobs throughout the state annually and contribute $20.4 billion in income, $84.1 billion in revenue, and $2.3 billion in state and local taxes to its economy. • The Port of Savannah is the fourth busiest port for container ships and the single largest container facility in the U.S. • In the fiscal year (FY) of 2011, it was the second busiest U.S. container port for the export of American goods by tonnage. It also handled 8.7% of the U.S. containerized cargo volume and 12.5% of all U.S. containerized exports i n F Y 2011. • The SHEP will reduce net shipping costs by an estimated $174 million per year for the nation • Larger ships will result in lower shipping costs for cargo owners—reducing the expense of goods to customers at home and abroad (Foltz, pers. comm.).
CUE CARD: University Researcher
• Several physical factors alter fish assemblages and influence the distribution of fishes within estuaries and surf zones, including salinity, temperature, and dissolved oxygen. Estuaries are semi-enclosed coastal bodies of water that receive both freshwater and saltwater. Surf zones are areas on a beach that are subject to wave action. • Fish assemblages can vary significantly over a small (10 km) spatial scale. The mouth of the Savannah River is an important nursery habitat for many fish species. In addition, commercially and recreationally important species are abundant in this area, including the white mullet (Mugil curema) (4.5% of the total catch), Florida pompano (Trachinotus carolinus) (6.8%), and kingfish (Menticirrhus spp.) (Güt 2015). • Salinity has a significant effect on the distribution of fish near the mouth of the Savannah River (Güt 2015). • Saltwater intrusion may occur as a result of the SHEP (USACE 2012). This could cause the mouth of the Savannah River to become a more suitable habitat for saltwater-tolerant species, which could in turn alter the fish communi- ties and negatively impact juvenile fish in the area (Güt 2015). • Removal of bottom material by dredging negatively impacted most of the invertebrates living in the sediment in the Wadden Sea (van der Veer et al. 1985). It is likely that dredging within the Savannah River will also negatively impact benthic invertebrates. • Tagged shortnose sturgeon (Acipenser brevirostrum) spend time in the Savannah River estuary (Wrona-Meadows et al. unpubl.). As a result of saltwater intrusion, these fish would have to adapt to increased salinity or move upriver to areas with fresher water (Wrona-Meadows et al. unpubl.). • The Middle River within the Savannah River estuary is critical nursery habitat for shortnose sturgeon (Collins et al. 2002). According to the USACE (2012), this habitat would be reduced by up to 7.6%, even with alleviation.
22 Volume 30 • No. 1 • Summer 2016
TOWN HALL SCUTTLEBUTT ASSESSMENT
Name: ______Date: ______
1. Describe the importance of effective communication in 2-3 sentences. (5 points)
2. Name two ways to make valid claims in science. Think about the quality and quantity of evidence. (5 points)
3. What major players are involved in the human-induced activity? (5 points)
4. Describe one economic benefit of this potential impact to the environment. (10 points) Name one major player who could use this benefit as a case for the human-induced impact. (5 points)
5. Describe one negative effect of this potential impact to the environment. (10 points) Name one major player who could use this effect as a case against the human-induced impact. (5 points)
6. Choose one major player who had opposing views of your major player and list three to four strong points that they made during the Town Hall Meeting. (15 points)
continued on page 23
23 Volume 30 • No. 1 • Summer 2016
7. Town Hall meetings do not typically allow voting, but how would you vote on this issue? Provide two points of supporting evidence for your reason. You do not have to vote according to your assigned role. (10 points)
8. One of the negative impacts of the human-induced activity is lower dissolved oxygen levels within the Savannah River shipping channel. This could result in a loss of habitat for many fish species, including the endangered shortnose sturgeon (Acipenser brevirostrum). Refer to the table below and compare/evaluate the two potential solutions to the low-dissolved oxygen problem. Write a short essay about which solution you would choose and why. You can conduct additional research if the instructor prefers. (30 points)
Solution Description Pros Cons
Water is withdrawn from the river • Would raise the dissolved oxygen • An expensive mitigation solution, through pipes. The concentration levels to meet the minimum at a total cost of over $70 million of oxygen in the water is increased standard dictated by the beyond the saturation point (the Environmental Protection Agency • Could result in river water with an Oxygen point at which no more oxygen can extremely high concentration of Injection be dissolved into the water) and • Would likely have long-term dissolved oxygen near the injec- then the water is returned to the positive effects on the fishes that tion site, which could have lethal river. reside near the shipping channel physiological effects on nearby fishes
Structure that allows migrating • Half the cost of the oxygen injec- • Does not directly resolve issue of endangered sturgeon to move past tion system, at only $29 million low-dissolved oxygen levels within Fish the dam and access spawning areas. the shipping channel Passage • Would help endangered sturgeon species by allowing them to reach • Would adversely impact plans to their spawning grounds generate hydropower at the dam
24 Volume 30 • No. 1 • Summer 2016
Celebrate and Take Action for our Ocean on World Oceans Day BY ABBY TRIPLER, ALYSSA ISAKOWER, AND BILL MOTT
ABSTRACT BACKGROUND June 8th, 2003 marked the first coordinated World Oceans The concept for “World Ocean Day” was first proposed in Day. Each year since then educators, community volunteers, 1992, by the Government of Canada at the Earth Summit in divers, and other recreational enthusiasts, government Rio de Janeiro and celebrated on June 8th in a few coun- agencies, businesses, and families across the planet come tries off and on for a number of years. The Ocean Project, together to celebrate our ocean and raise awareness for a non-profit organization dedicated to advancing ocean ocean-related conservation action. In 2015, the conserva- conservation action and education, formed in the late 1990s tion focus was on preventing plastic pollution, within a to support aquariums and other visitor-serving organizations larger two-year theme of “Healthy Oceans, Healthy Planet.” do more for ocean conservation. In 2002, The Ocean Project This theme will continue through 2016, and we encourage started to promote and coordinate World Ocean Day with marine educators to take part in World Oceans Day this our fast-growing network of aquariums, zoos, museums, June! This article provides a brief background on World conservation organizations, universities, schools, recreational Oceans Day, as well as ideas for empowering personal and stakeholders, businesses, and many others around the world. community activities and actions that will have a positive Through collaboration with international organizations, The impact on ocean health. Ocean Project coordinated a multi-year campaign petitioning the United Nations to recognize June 8th as World Ocean No matter where we live, everyone is connected to the Day. In late 2008, the UN General Assembly passed a resolu- ocean. Like our heart that circulates blood around our body, tion that officially recognized “World Oceans Day.”1 the ocean regulates our climate by circulating water and heat and ultimately affecting every place and every human Each year an increasing number of countries and organiza- on our blue planet. That’s the premise of World Oceans tions mark World Oceans Day as an opportunity to celebrate Day, a United Nations-recognized day celebrated each year the ocean and our personal connection to the sea. Whether on June 8th. it’s celebrated on June 8th, the closest weekend, the entire week, or the whole month (e.g. in the U.S., each year for World Oceans Day provides a unique opportunity to draw the last decade, June has been designated National Oceans attention to our relationship with the ocean and the impor- Month by Presidential proclamation), it’s a great opportunity tance of working together to keep it healthy. Many of us, to raise the profile of the ocean. Broad two-year themes have unfortunately, are unaware of the massive role the ocean helped generate more involvement (e.g. Healthy oceans, plays in our daily lives and that we can in turn affect the Healthy planet for World Oceans Day 2015/2016) and we’ve ocean. Through carbon pollution, seafood consumption, also implemented an annual conservation action focus on a and even plastic pollution—80% of plastic pollution in the specific ocean issue, rallying people to help with solutions to ocean comes from terrestrial sources—we may not always the problems. With approximately 1.4 billion pounds of trash see or realize it, but each of us plays a role, and each of ending up in the ocean every year, much of it harming the us has a shared responsibility for the present and future animals that call the ocean home, we coordinated with part- well-being of our ocean. World Oceans Day provides a great ners to focus on plastic ocean pollution prevention as a major occasion to remind people that whether we live on the action push for World Oceans Day 2015 and 2016. beach or hundreds of miles from the shore, our actions— both negative and positive—affect the ocean. And we can From beach cleanups, to festivals, to social media campaigns, all pitch in to help! people worldwide participated in World Oceans Day 2015 to celebrate and appreciate our ocean. Thousands took The Better Bag Challenge—a promise to use reusable bags, rather than disposable plastic bags for a year to help address the
25 Volume 30 • No. 1 • Summer 2016
FIGURE 1. Ecole de la Mer partnered with Guadeloupe Aquarium to get kids out on the water, enjoying snorkeling and hands-on ocean education. Courtesy of Ecole de la Mer- Guadeloupe
problem of marine debris. The response to the challenge was We are especially committed to working with educators to overwhelmingly positive, with many expressing appreciation inform and inspire students, informal science education for advice on how to become part of the solution. center visitors, and the public. For 2016, we plan to grow World Oceans Day into a much broader network, and share WORLD OCEANS DAY 2016 the celebration with an even wider audience. In particular, For World Oceans Day 2016, the theme Healthy oceans, we’ll strive to coordinate more closely with the NMEA chap- Healthy planet continues, as will the conservation action ters nationwide to support efforts to organize events and focus on plastic ocean pollution prevention. We also show young (and older) people how individual and commu- encourage increasing awareness and action around marine nity actions can help the ocean and the life it supports. The protected areas, and we will provide event-planning World Oceans Day site contains information about special resources to support greater outreach. ways to mark the day (the site is continually being updated so please let us know if you have suggestions!). Every year, it’s more and more clear that people want to help protect and conserve our shared ocean and the life it Here are some easy event ideas to celebrate World Oceans supports—they often just need a little guidance. They also Day. You can also find examples of how these and other like being part of a community—whether it’s local, global, ideas have been implemented by visiting the World Oceans or through the World Oceans Day network—that is working Day Highlights page. together to help with ocean solutions.
26 Volume 30 • No. 1 • Summer 2016
EVENT IDEAS FOR CHILDREN • Get foodie: Ask teens to bring sustainable eating into the Fond memories of nature are especially critical for younger limelight for their peers and the school administration. children to grow into environmentally-engaged and caring For example, they could organize a sustainable seafood adults. Here are some World Oceans Day celebration ideas cooking event or presentation, hand out sustainable that encourage fun, positive experiences to protect the nature seafood guides, set up a school garden, or kick-start a in our own “backyard” and keep the ocean healthy, too. composting program. • Up-cycled craft sale: Forget the bake sale! Have teens • Go outside! Take the kids out for a picnic, explore a beach create up-cycled crafts and jewelry from discarded or a river, tell a story, or start a children’s garden. Talk with objects, and set up a booth to sell them to peers at your class about how your backyard is connected to the school, and raise money for an ocean conservation cause. ocean through rivers and streams. • Create storm drain art to protect the ocean: Kids get Having a theme may help streamline your World Oceans Day intrigued when they know that they are connected to the event. You could focus on a particular type of ocean pollu- ocean—even if they’re hundreds of miles inland. Teach tion such as plastic bags, microbeads, or fishing gear. To draw them about these connections, and then hit the streets attention, you may consider focusing on a particular animal to share your knowledge. Introduce a few ocean animals affected by human activities like a sea turtle, dolphin, seal, or kids can protect by keeping the streets and rivers clean. a particular fish. You could also broaden the topic of World You can also organize a conservation carnival for kids and Oceans Day and tie into lessons on ocean acidification, the their parents with music, art, games, and up-cycling. water or carbon cycle, or climate change. Just make sure to • Clean up your community: Take your class to clean up include ways for people to help with solutions! a community area. While beautifying the area, the kids can help wildlife. Remind students that even though they INDIVIDUAL CONSERVATION ACTIONS might be cleaning up a park far from the shore, they’re World Oceans Day provides a great opportunity to rally keeping trash from eventually reaching and harming people in June, and then use that connection to help inspire ocean creatures. Art projects and murals made of recycled action year-round to help improve the health of our ocean. material have double the benefits, both cleaning up the environment and inspiring creativity. When students, community members, and families attend • Meet the animals: This takes more planning, but it’s your event they will undoubtedly learn a lot about the marine always fun to bring kids for a special sleepover or visit at a environment. Once they are engaged, they may be interested local zoo or aquarium! They’ll get up-close-and-personal in learning about what individual actions they can take to with all the ocean’s crazy and cool creatures we need to help the cause. Here are some ideas you can suggest to visi- keep safe. tors and students eager to improve the oceans year-round.
ACTIVITIES FOR TEENS 1. BYO…Bags Young people 12-25 years old are among those most Encourage visitors and students to take the Better Bag concerned about protecting nature, and they are willing to Challenge. Instead of accepting the single use plastic bags at make changes in their daily lives to achieve this goal—yet stores of all types, remind them to bring their own reusable this group also self-reports as being the least informed on bag. You could design a special bag to give away or sell for environmental problems. Here are some projects that allow World Oceans Day. As a craft project, students could even young teens to take on leadership roles, while learning more decorate a bag they already have. If they report already using about the ocean. reusable bags, try suggesting further ideas like reusable containers instead of snack bags. • Ask teens to plan their own Rethink, Reduce, Recycle, or Repurpose project at school to prevent plastic waste from 2. Break the bottle habit entering the ocean. A project could include a mini film Similar to using recycled bags, encourage using a reusable festival, a clothing swap, recycling competition between bottle and eliminate the need for single-use plastic water grades, or taking The Better Bag Challenge found on the bottles. Water bottles can be personalized and fun. Some fast World Oceans Day website. food restaurants and cafes give discounts for bringing in a reusable bottle.
27 Volume 30 • No. 1 • Summer 2016
3. Sporks over (disposable plastic) knives MORE RESOURCES Using reusable silverware instead of single use plastic ware Please visit the World Oceans Day website and check out makes your life more sustainable. They can cost as little as the new event planning section. We also have an organizer’s a dollar and are available in a variety of colors. You can also guide to the Better Bag Challenge, sample social media choose to skip the straw when eating out. (Disposable plastic posts, free materials from the Octonauts, World Oceans Day straws are bad for the environment and unnecessary.) graphics, and much more.
4. Minimize microbeads World Oceans Day 2016 promises to involve more people While microbead bans are on the horizon, many products in more countries, and a greater conservation impact for with microbeads are still being sold. These tiny plastic pellets our shared ocean. To help this unique opportunity continue found in many cosmetics end up in the ocean and harm to grow in reach and depth, we are looking to form new marine life. Read this list or download the app to check for partnerships with educators around the world. Please contact microbeads before purchasing products like face wash and The Ocean Project if you have suggestions for how to make hand soap. World Oceans Day even better and more effective. We’d love to hear from you! 5. Reuse and repurpose Try up-cycling: Turning something old into something new! ENDNOTES Glass jars can become pencil holders or flower vases. Plastic 1. Note: The Ocean Project had advocated for World Ocean bottles can become piggy banks, bird feeders, and even Day, encouraging the ocean literacy principle that all decorations. Use your imagination and creativity to transform oceans are connected in one, singular body of water. single-use items into something useful and keep products However the United Nations added the “s” so it is now out of landfills. officially World Oceans Day.
ABBY TRIPLER, World Oceans Day Coordinator. Abby has been with The Ocean Project since September 2015 and recently stepped into the role of World Oceans Day Coordinator. She is a recent graduate of Vassar College and recently interned at Cornell’s Shoals Marine Laboratory, the Student Conservation Association and the Cape Cod National Seashore. [email protected]
BILL MOTT has been Director of The Ocean Project since 1997. In an earlier life, Bill coordinated establishment of the Florida Keys National Marine Sanctuary, directed a campaign to reform Federal fisheries policy, and coordinated a sustain- able aquaculture and sustainable seafood initiative. bmott@ theoceanproject.org
ALYSSA ISAKOWER. Alyssa coordinated World Oceans Day from 2011 to 2015 as well as managed digital outreach for The Ocean Project.
FIGURE 2. In 2015, Japan marked its fourth year celebrating World Oceans Day with 10 events across the country, including local beach cleanups. Courtesy of World Oceans Day Japan
28 Volume 30 • No. 1 • Summer 2016
Teacher at Sea Program BY DIEUWERTJE KAST
ABSTRACT supplementing current science curriculums and compli- NMEA member and Expanding Audience Committee Chair menting LAUSD and state grade level science learning Dieuwertje Kast was selected for the NOAA Teacher at Sea standards, thus strengthening science literacy and promoting program in 2015. She sailed on the NOAA Henry B. Bigelow interest in scientific careers. ship from May 19 to June 3, 2015 while assisting in performing Ecosystem Monitoring Surveys along the Eastern seaboard. One of YSP’s primary objectives is to broaden science activi- ties and participation by students within the schools located My name is Dieuwertje Kast, and I am currently a NMEA near USC as a means to encourage them to consider careers member and Expanding Audience Committee Chair. I am in the Science, Technology, Engineering, and Mathematics the STEM Programs Manager for the University of Southern (STEM) fields; and to apply what they are learning in the California (USC) Joint Educational Project, which encom- classroom to the real world. Additional benefits are that passes the USC Young Scientist Program (YSP) as well as our USC undergraduate students learn how to become the USC Wonderkids Program. I am also the Coordinator for successful mentors, gain valuable teaching experience, and the USC Neighborhood Academic Initiative located in Los learn how to directly respond to the needs of the schools, Angeles, California. communities, and families.
Through these three programs, I manage a STEM pipeline USC WonderKids is an after-school curriculum that functions of K-12 students. The USC Wonderkids program is K-3, the as a yearlong ‘career day’ in the sciences for first, second, and Young Scientists program (YSP) is grades 4-5, and the USC third grade students. Each semester, students are introduced Neighborhood Academic Initiative (NAI) is 6-12 grades. to at least four different occupations in the STEM fields through four, one-hour blocks. Twice weekly, the WonderKids The Young Scientists Program (YSP) partnerships with five curriculum is integrated into five local elementary schools. USC community schools comprising over 1,400 elementary school students, 45 LAUSD teachers, and 5 principals, all USC’s Neighborhood Academic Initiative (NAI) is a rigorous, engaging in a broad repertoire of science curriculum. YSP seven-year, pre-college enrichment program designed to teacher assistants are placed at each school location to prepare low-income neighborhood students for admis- provide hands-on science to fourth and fifth grade class- sion to a college or university. Those who complete the rooms. YSP also brings scientific laboratory experiences program, meet USC’s competitive admission requirements directly to students and their teachers with the goal of and choose to attend USC are rewarded with a full 4.5-year
FIGURE 1. Ready to deploy my (the author is pictured) buoy! FIGURE 2. Close-up of an anglerfish that was pulled up from Courtesy of Jerry Prezioso the bongo nets. Courtesy of DJ Kast
29 Volume 30 • No. 1 • Summer 2016
financial package, excluding loans. NAI offers enhanced of plankton tows. The first one was made with mini bongos classes at USC on weekday mornings, a Saturday Academy, that were processed with ethanol and mainly used for genetic after-school tutoring, remedial and enrichment sessions, analysis. (The ethanol dehydrates the plankton, releasing workshops on time management and study skills, PSAT water so the ethanol is replaced every 24 hours to prevent it and SAT1 preparation, STEM classes, cultural field trips, and from being overly diluted.) The second type of tow was made recreational activities. I am currently the coordinator for the with the larger bongo. There were two types of nets on the USC Neighborhood Academic Initiative (NAI) program as well bongo setup (called bongo because the two types of nets are as a teacher of marine biology and wearable technology unit placed side-by-side like bongo drums); one was labeled green within the program. for zooplankton and the second labeled red for the ichthyo- plankton. After the plankton was filtered out of the seawater, In 2015, I was fortunate to be selected for the Teacher at the organisms were placed into a jar and formalin was added Sea program. The Teacher at Sea (TAS) program provides to kill and preserve the organisms for future taxonomic identifi- teachers with hands-on, real-world research experience cation. Besides plankton, the three most amazing things I saw working at sea with world-renowned NOAA scientists, in the plankton nets were an anglerfish larva, a ctenophore (or thereby giving teachers the unique insight into oceanic and comb jelly), and two lion’s mane jellyfish. Plankton samples atmospheric research crucial to our world. The program were used to access the ecological health of each sample provides a unique opportunity for kindergarten through site based on biodiversity and quantity of plankton within a college-level teachers to sail aboard NOAA research ships to sample, as compared to past samples at the same site. work under the tutelage of scientists and crew. Each of the four main geographical areas had very different My voyage was on the NOAA ship Henry B. Bigelow between plankton populations. While GB contained mainly red May 19-June 3, 2015 and I was tasked to assist in the plankton, GOM contained phytoplankton that became Ecosystem Monitoring Surveys along the Eastern seaboard. foamy once you brought up the net. See the blog for more The focus of this voyage was to collect plankton and water details and photos at: https://teacheratsea.wordpress. samples from 200 geographically specific locations that have com/2015/06/01/dj-kast-bongo-patterns-june-1-2015/. been surveyed for the last 20 years. We traveled to four main geographical areas. These four areas included the Mid My other main task aboard the ship was to collect water Atlantic Bight (MAB), the Southern New England (SNE), Gulf samples. Oceanographers require water samples from of Maine (GOM), and George’s Bank (GB). multiple depths to study the vertical structure of the ocean on a chemical level. Some researchers look at various As the sole teacher onboard the NOAA Henry B. Bigelow, physical components of the ocean; for example, nutrients I had two main tasks, assisting in collecting plankton at set like phosphate, nitrogen (and variations thereof ammonium, intervals, and collecting water samples at various depths. nitrate, etc.), and silica while others look at gases like carbon My responsibilities included emptying plankton nets (there dioxide and oxygen. were two nets called bongos). There were two main types
FIGURE 3. Bongo nets being pulled up along the ship at sunset. FIGURE 4. A phronima ate its way into a salp and is using the Courtesy of DJ Kast salp as protection. Courtesy of DJ Kast
30 Volume 30 • No. 1 • Summer 2016
In order to complete this type of water sample collection, in the dome. The drifter’s sea surface temperature data are Niskin bottles were created. When researchers want to take transmitted to a satellite and made available in near real- seawater samples within the water column they use this time. The teachers receive the number of their drifting buoy device because it can be opened at both ends. The open in order to access data online from the school’s adopted bottle is then lowered into the ocean on a wire attached drifter. Students have full access to drifting buoy data (e.g., to the crane of a research vessel such as the NOAA Henry latitude/longitude coordinates, time, date, SST) in real or B. Bigelow until it reaches the desired depth from which near real-time for their adopted drifting buoy as well as all the bottle is closed by either a weight or an electrical signal drifting buoys deployed as part of the global ocean observing (depending on the age of the bottle—newer versions are system. They can access, retrieve, and plot as a time series electronic). To collect water at various depths, 12 to 24 various subsets of data for specified time periods for any Niskin bottles are attached to PVC piping in a circular shape, drifting buoy (e.g., SST) and track and map their adopted called a Rosette. The Rosette usually has a CTD (conduc- drifting buoy for short and long time periods (e.g., day, tivity, temperature, and depth) device on it to let the survey month, year). tech on the research vessel know what depth, salinity, and temperature the water is being collected at. This informa- The buoy provided students in my programs access to my tion is crucial to scientists looking at samples from a vertical latest data from the ocean. This data was helpful to convey column. modeling of currents and for building models of weather, climate, etc., providing students in the classroom access to In order to collect water samples, a CTD Rosette was used real research conducted in the field. at the same locations where plankton had been previously collected. Depth measurements were derived from hydro- To make use of my newfound experience onboard the static pressure measurements and salinity from electrical Henry B. Bigelow, I have begun to incorporate many of the conductivity measurements. Sensors were arranged inside concepts I have learned in the USC Wonderkids and USC NAI a metal housing which was used to determine the depth to programs. A new deep sea and marine biology curriculum which the CTD could be lowered. Other sensors that could was introduced in Wonderkids this past year. Additionally, be added to the cluster included units that could measure I have designed a plankton and Niskin bottle activity to chemical or biological parameters, such as dissolved oxygen incorporate oceanography concepts into my curriculum. and chlorophyll fluorescence. Chlorophyll fluorescence During my NAI marine biology course, students tracked data measures how many microscopic photosynthetic organisms from my buoy. The buoy continues to offer insightful data (phytoplankton) are in the water. and allows students to further understand concepts such as currents, climate, and other important issues that affect All collected data allowed scientists and researchers to our oceans and planet. The Teacher at Sea program was monitor the fishery-relevant components of the Northeast an amazing opportunity to see what oceanographers are Shelf ecosystem. The data was used to characterize the working on and to share those real-time teachings with my baseline conditions and their variability; index the seasonal, K-12 students. annual, and decadal changes in the conditions of the ecosystem; and determine the effects of biological and DIEUWERTJE KAST, STEM Programs Manager at the USC physical processes on the recruitment of Northeast Shelf Joint Educational Project and USC Neighborhood Academic fishes, especially gadoids, a family of marine fish that includes Initiative. She manages three K-12 STEM programs that cods, haddock, whiting, and pollock. supplement current science instruction, strengthen science literacy, and promote interest in STEM careers for low-income During the voyage, the chief scientists presented me with a and minority students. drifting buoy. NOAA’s Adopt a Drifter program is intended for K-16 teachers from the US. This program provides teachers with the opportunity to infuse ocean observing system data into their curriculum. This occurs by deploying or having a research vessel deploy a drifter buoy. A drifting buoy (drifter) is a floating ocean buoy equipped with meteorological and/ or oceanographic sensing instruments linked to transmitting equipment where the observed data are sent. A drifting buoy floats in the ocean water and is powered by batteries located
31 Volume 30 • No. 1 • Summer 2016
The Volvo Sailing Adventure: An Integrated STEM Lesson BY CLARE TAYLOR NESERALLA
What is more exciting than being in a sailing race around follows the sixth leg of the around the world race from Brazil the world? How about following the race in an elementary to the US. Mrs. Neseralla and a student were able to travel to school to learn about math, science, sport, language arts, Newport to see the racers as they prepared for the next leg and international studies? The Volvo Sailing Adventure is an of the race. engaging, high interest project that integrates STEM concepts in a real-world experience for children. The Volvo race is the The Volvo Sailing Adventure was a project-based teaching world’s longest sailing race taking nine months to complete. unit that took place over two weeks. Within the unit, indi- Sailing teams from around the world compete on a Volvo vidual lessons were taught based on the events of the race. Ocean 65 one-design sailboat. One-design means that the Weekly newscasts were produced and daily data was gath- boats, sails, and equipment are identical so the crews’ ability ered. The sailing project started with three guiding questions and tactics have more bearing on success in the race. Clare and objectives: Taylor Neseralla, a fifth grade teacher from Duffy Elementary designed this project as part of her STEM certification from QUESTIONS the NASA Endeavor STEM Certificate Project with Columbia 1. How do wind, current, tide, and wave height affect sail University Teachers College. Sailing is an international event, travel on the ocean? Students followed and researched providing a context for students to learn about the sailors of the weather during the three-week-long sailing race. multiple nationalities. The all-female crew aboard one boat 2. How do the latitude and longitude system come into gained the attention and admiration of male and female navigation? Students tracked six boats using latitude and students in the school. This team was particularly inspiring to longitude on a classroom map. the younger students who did not consider women sailors. 3. How do team strategy and crew skill affect sailboat speed Mrs. Neseralla carefully involved different grade levels and when boat design and equipment are the same across all parents in the adventure to create a STEM-based community teams? Students shared theories on why each boat had event that the whole school was excited about. The class success or failure. Students presented stories to inform others of the knowledge they researched.
OBJECTIVES 1. Students will track data (latitude and longitude) in real-time while charting and plotting the coordinates over time. 2. Students will conduct current event research and report out to an authentic audience. 3. Students will work cooperatively in small groups to solve real problems.
The unit followed the 5E Inquiry-Based Instructional Model incorporating a constructivist learning cycle that helps students build their own understanding from experiences. The 5Es model has five stages for teaching and learning: Engage Explore, Explain, Extend, and Evaluate:
Clare Taylor Neseralla in Newport visiting the Volvo ships. Courtesy of Brian Neseralla
32 Volume 30 • No. 1 • Summer 2016
Engage – Students were introduced to the project by and solutions were brainstormed in class before the actual watching dramatic video footage from the Volvo race website. solution was reached. After they got a taste of the excitement of racing at sea, they were told they would be joining the race by tracking 6 Scale, Proportion, and Quantity: The sailing adventure sailboats and 17 international sailors over 5,000 miles to the incorporated gathering data in the format of knots, degrees, finish line in the US. minutes, and seconds. The boat measurements were connected to real-world examples to help the students relate Real-world events, competition, and risk-taking will engage proportions to known objects. The class discussed how any student. This live sailing race had all students engaged data collected daily (gathered by different teams at different and excited about the learning adventure ahead of them. times) was not able to be directly compared. • Who were the sailors and where did they come from? • What made the race a “Class Boat Race”? Explain – Students shared their research and discoveries. • What were the capabilities of the boats? Students presented their researched stories in multiple news- Each day as they tracked their boat’s progress, they became casts during the race. All of their presentations had scripts, vested in the race. Every success and failure was analyzed included transitions, and were performed live with graphics and solutions researched. Students researched topics and supporting their stories. During the second newscast, parents developed additional questions for their next story. See and administration were invited to act as an authentic audi- story clip. ence. The final presentation was for our second grade book buddies. The students realized they should have adjusted Explore – How travel on the globe follows latitude and their content for the younger audience. During the Volvo race, longitude, and how wind and weather affect the rate of crews shared their ideas for carrying fuel for the boat with the travel on a sailboat. broken mast and the importance of fresh water in an ocean going vessel. When the race committee ruled against a boat Students worked together in teams to track daily boat data that repaired their mast, students debated what racing rules (wind speed, wind direction, wave height, latest speed, were necessary and what rules they thought were unfair. distance to lead, leg completion, and latitude and longi- tude). The Volvo race website and iPad app was used as Extend – Exploring learning opportunities beyond weather well as NOAA website. The data was gathered and analyzed and travel. for the fastest wind speed, boat speed, and gain on other boats. Students plotted on a large classroom map and 1. Adding and subtracting time: Students were given opportu- added data to charts on their web pages. Next Generation nities to explore addition and subtraction using latitude and Science Standards (NGSS) were incorporated such as: Earth’s longitude coordinates. The measurements are in degrees Systems, The Roles of Water in Earth’s Surface Processes, and minutes, and students had to move a place value at Weather and Climate, and Natural Hazards. Throughout the 59 minutes when adding or borrow 60 for subtraction. The race, sailors encountered unexpected challenges and prob- base 60 system was a challenge but they understood why lems. As a class, we explored the problems and read about they could not apply base 10 strategies in time calculations. what the sailors were doing to fix them. The real-time nature 2. Using the formula for determining area of a quadrilateral, of the event allowed students an opportunity to brainstorm the students took the 582 square meters of the boats’ solutions to real engineering problems. Challenges included: spinnakers and created designs on graph paper. Area of freeing a boat grounded on a reef, fixing a broken mast, a triangle is not a fifth grade concept but the students and repairing a broken water maker. NGSS Cross Cutting quickly grasped the formula to calculate area. The Concepts were also integrated. designs showed creativity and a connection to the boat’s name or crew. Patterns: The sailing adventure incorporated gathering 3. Angles and measurement: Working with latitude on the weather and ocean data and studying the travel of six boats globe and using the horizon as zero latitude, the students as they encountered conditions that affect the speed of the explored the degrees on the globe. They applied this sailboats and the outcome of the race. knowledge to estimating the degrees of moon sightings throughout the race. When the moon was overhead, the Cause and Effect: Problems encountered by sailors during latitude was 90 degrees, and when the moon was between the sailing adventure were researched for cause and effect the horizon and zenith it was at 45 degrees latitude.
33 Volume 30 • No. 1 • Summer 2016
Common Core State Literacy Standards: RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summa- rize or paraphrase information in notes and finished work, and provide a list of sources. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CONCLUSION This project can easily be duplicated. Although it involves the sport of sailing, teachers do not need a background in sailing and can easily learn alongside the students. The science, math, and language arts lessons can be taught following the national standards. The Volvo ocean race happens every three years, and the project can be adapted to any sailing race that takes Beatrice Sierra and Molly Brown marking the latitude and place over multiple days. Educators who are interested in longitude of their boat. Courtesy of Clare Taylor Neseralla implementing this project need to identify a live sailing race for students to track and research, recruit student captains to set Common Core State Mathematics Standards: up a website for tracking, and coordinate students for joining 5.G.A.1, 2 Represent real-world and mathematical problems boats and crews in the fleet. Teachers also need to guide the by graphing points in the first quadrant of the coordinate students as they research, write stories, and address the inevi- plane, and interpret coordinate values of points in the context table sailing surprises and problems. of the situation. Graph points on the coordinate plane to solve real-world and mathematical problems. UPCOMING SAILING RACES 5.MD.B.2 Represent and interpret data. Newport Bermuda Race, June 2016: 4.MD.A.2 Use the four operations to solve word problems http://bermudarace.com/ involving distances, intervals of time. The Transatlantic, June 2016: http://www.transatlanticrace.org/ Evaluate – The students shared how much learning and America’s Cup, July 2017: understanding took place through: http://www.americascup.com/ Volvo Ocean Race, October 2017: • Sailing journals: used to record personal reactions (in http://www.volvooceanrace.com/en/teams.html character) to the race. Students wrote journal entries for Clipper Round the World Race, Fall 2017: the start of the race, middle, and finish. https://www.clipperroundtheworld.com/ • News stories: graded for content, sources listed, and presentation quality. CLARE TAYLOR NESERALLA, a STEM coach at the • Sailing poems in iBook: students were given a choice of Discovery Academy in Wethersfield, Connecticut, was selecting any photo from the race and creating a poem to formerly an elementary teacher for 16 years at Duffy go along with the photo. They were given a Venn diagram Elementary in West Hartford. She is an avid sailor and raced with descriptive prompts to help them elaborate and in the International Rolex Regatta in 1996. Clare brought the include the senses. Great American III Sites Alive Sailing Adventure to her third • Sail design: the spinnaker sails they designed were graded grade classroom in 2003. She has a knack for integrating for accurate dimensions and quality. subjects and creating engaging projects that motivate students to delve deeply into learning.
34 Volume 30 • No. 1 • Summer 2016
ACTIVITY: Shrimp Socktail: The Shrimp You Feel Instead of Peel BY CORAL A. THOMPSON, SUE C. EBANKS, AND MARY CARLA CURRAN
INTRODUCTION a different number of beads to their shrimp to represent the Visualizations are any type of physical representation created parasites embedded in the abdomen of the shrimp. Students to make intangible concepts tangible (Uttal and O’Doherty then compare data across different populations. 2008). Their use in teaching subjects such as science and mathematics has become universal (Uttal and O’Doherty BACKGROUND 2008). One type of visualization is a model, which can Extensive salt marshes are found along the coast of Georgia, symbolize an object or a process. There are many different and provide a habitat for many species including a small crus- types of models that range from mental to conceptual. A tacean called the daggerblade grass shrimp (Palaemonetes mental model is created in the mind of an individual, while a pugio). This shrimp is important to the estuarine food web conceptual model is one that has an external form and is used because it is a decomposer, a predator, prey to other organ- by the public (Ornek 2008). A physical model falls into the isms, and host to parasites. The life cycle of the grass shrimp conceptual category and this representation can be touched has several stages: egg, larva, juvenile, and adult. Spawning or held (Ornek 2008). The benefits of making such a model occurs from February to October (Anderson 1985) and the when teaching science may include increased student engage- eggs hatch 13 days after fertilization (Romney and Reiber ment in a lesson, stimulated linear thinking, and enhanced 2013). This organism has external fertilization, and the female quantitative skills involving mathematics, analysis, and graphing shrimp carries eggs underneath her abdomen (Anderson (MacKay 2015). Learning how to develop and use models is 1985). This group of eggs is called a clutch. Grass shrimp listed as one of the eight Science and Engineering Practices have five pairs of swimming legs (pleopods), which surround in the Next Generation Science Standards (NGSS Lead States the clutch (see Figure 1 on page 36). If scientists need to 2013). Models can be used to link the microscopic and macro- know the clutch size for a study, the eggs are gently removed scopic worlds (Warren 2015). In Shrimp Socktail, students from the shrimp and counted under a microscope. There is create a physical model of a shrimp with parasites and eggs to a positive relationship between the length of female shrimp replicate authentic research. and the number of eggs per clutch (Anderson 1985).
Science can be taught in a way that engages all five senses, Various environmental factors can influence the reproduction of but often visual observations dominate. There are few K-12 grass shrimp. Temperature may affect the number of clutches activities that incorporate multiple senses. This can limit a female may produce during a breeding season because the the engagement of students with physical impairments. eggs develop more slowly in colder water (Anderson 1985). Sukkestad and Curran (2012) created an activity in which The availability of oxygen affects health by causing a decrease in students imitated the fishing technique called noodling by heart rate of a reproductively active female shrimp (Guadagnoli feeling inside a covered container to retrieve mollusk shells. and Reiber 2005). The availability of nutritional resources affects In Shrimp Socktail, students use their sense of touch to count reproduction because female shrimp that receive less food have parasites, which mimics the challenge of counting para- smaller clutch sizes (Reinsel et al. 2001). Clutch sizes are also sites embedded in a live shrimp. Students then incorporate smaller (< 150 eggs) in polluted environments than those from sight when they visually count the eggs on the outside of a less polluted area (170 eggs) (Leight et al. 2005). the shrimp. Activities that focus on the sense of touch are particularly well-suited to engage the visually impaired. Grass shrimp are hosts to several species of parasites, which are organisms that live on or in a host organism while gaining In Shrimp Socktail, students also learn about variability in nutrition or other benefits at the expense of the host. The shrimp length and parasite numbers across populations. grass shrimp is a host to the parasitic trematode worm Students use a range of sock sizes to create shrimp of (Microphallus turgidus). The trematode creates a cyst in the various lengths, which mimics differences among and within abdomen of the shrimp (see Figure 2 on page 36). When P. populations in nature. They also create variability by adding pugio were infected by the trematode, the number of cysts
35 Volume 30 • No. 1 • Summer 2016
per shrimp ranged from 1-105 in coastal Georgia and were found in higher quantities in areas with higher salinities (>19 PSU) (Pung et al. 2002). Besides salinity, another factor that affected the number of trematode cysts was shrimp size. Trematode intensity or the number of trematode cysts per shrimp increased with shrimp length (Sheehan et al. 2011). The number of parasitic trematode cysts in the host shrimp affects the stamina of the shrimp. Trematode density or the number of cysts per shrimp length (mm) may range from 0.2-0.6 cysts/mm (Brinton and Curran 2015). Kunz and Pung (2004) determined that shrimp infected with trematode cysts were consumed more often because they were more active in front of a predator despite having a lower overall swim- ming stamina for prolonged periods of time. When examining parasitized shrimp in the laboratory, it is often difficult to count all of the cysts under the microscope and it may take a long time to be accurate. This is due to the faint color of the cysts and the limited time that an aquatic organism may be kept out of water. The trematodes can also have high densities in some shrimp, which may cause some cysts to overlap. However, the number of parasites can instead be estimated by removing the shrimp briefly from the water in order to keep the shrimp alive for an experiment. This activity provides a biological model for estimation in contrast to the Gunzburger and Curran (2013) estimation activity that involved students using candy, and included time restrictions to reflect the balance between counting accurately and keeping the shrimp alive.
Common Core State Standards for Mathematics FIGURE 1. The anatomy of a grass shrimp (Palaemonetes pugio) (National Governors Association 2010) with eggs compared to a shrimp socktail. Courtesy of Lawson Standard: MCC8.EE Expressions and Equations Bruen (top) and Coral Thompson (middle and bottom) MCC8.EE.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two propor- tional relationships represented in different ways. Standard: MCC8.SP Statistics and Probability MCC8.SP.1: Construct and interpret scatterplots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. MCC8.SP.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatterplots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. FIGURE 2. A daggerblade grass shrimp (Palaemonetes pugio) MCC8.SP.3: Use the equation of a linear model to solve with trematode cysts inside the body. Courtesy of Lawson Bruen problems in the context of bivariate measurement data, inter- preting the slope and intercept.
36 Volume 30 • No. 1 • Summer 2016
Before beginning the activity students should be familiar with the terminology list below.
Clutch a group of eggs produced at the same time Cyst a spherical growth found inside grass shrimp that is created by a trematode Decomposer breaks down dead organisms into usable products Population members of the same species living in a given/specified area Relationship (positive vs. negative) a connection between two factors that consists of an overall increase or decrease Salt marsh a wetland that contains a mixture of fresh and salt water Spawn to produce eggs or offspring Trematode a parasitic flatworm found as a cyst in grass shrimp
NEXT GENERATION SCIENCE STANDARDS (NGSS LEAD STATES 2013) Standard: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Science and Activity Objectives Disciplinary Core Ideas Crosscutting Concepts Engineering Practices
Create models of parasitized Developing and Using Models LS2.A: Interdependent Patterns female egg-bearing shrimp of • Develop a model to describe Relationships in Ecosystems • Patterns can be used to varying sizes phenomena (MS-LS2-3) • Organisms, and populations identify cause and effect of organisms, are dependent relationships (MS-LS2-2) Analyzing and Interpreting Data Interpret linear relationships in on their environmental inter- • Analyze and interpret data Cause and Effect activity data and scientific data actions both with other living to provide evidence for • Cause and effect relation- things and with non-living phenomena (MS-LS2-1) ships may be used to predict factors (MS-LS2-1) phenomena in natural or designed systems (MS-LS2-1)
Ocean Literacy Principles (National Marine MATERIALS Educators Association 2013) • Sock of any size and color (1 per student; student can Principle 5: The ocean supports a great diversity of supply his/her own clean sock) life and ecosystems. • Clear pony-style beads (~60 per student) - eggs and I. Estuaries provide important and productive nursery areas trematodes for many marine and aquatic species. • Small cups to hold beads (1 per student) • Rubber bands (2 per student) SAFETY • Pipe cleaners (8 per student) - legs and clutch Supervise students during this activity. Beads are a choking • Poly-fil or stuffing (approx. 20 oz. bag per 20 students) hazard, so advise the students to only use them as directed. • Markers or fabric marker (1 per group) Pipe cleaners have pointed ends, so have students handle • Metric ruler (1 per group) them with care. Rubber bands and all materials are only to be • Timer used for their intended purpose and not for play. • Medium container for storing shrimp models (1 per group) • Shrimp Socktail Worksheet, see page 42 (1 per student; RECOMMENDED TIME provided) Three class periods lasting approximately 30 minutes on Day • Table 4 (provided, see page 43) 1 and 60 minutes on Days 2 and 3. Total time is approxi- • Shrimp Socktail Assessment, see page 44 (1 per student; mately 2.5 hours. provided)
37 Volume 30 • No. 1 • Summer 2016
Keywords: shrimp, parasites, reproduction, modeling, NGSS 3. While the groups are working on calculating averages, Grade Level: This activity is designed for middle school pass out cups with clear beads (~60 beads) to each (grades 6-8) and is well-suited for students with visual student along with a pile of poly-fil and one medium impairments. container for each group. Instruct students to take out their socks and begin filling them with poly-fil until the head of the shrimp is about the size of a golf ball (see ACTIVITY Figure 1 on page 36). Students with larger socks may have a larger shrimp head. Once the head is formed, Day 1 have students use a rubber band to securely separate 1. Lead a discussion with the students about the provided the head of the shrimp from the abdomen. background information on parasite/host relationships and shrimp reproduction. Begin the discussion by asking 4. Have each student count out the number of clear beads, the students questions. Some example questions are: or “trematodes,” that he/she listed in Table 1. Next, have 1) Name abiotic and biotic factors that may be found in each student fill his/her sock about three-fourths full by a marsh; 2) Name three animals that lay eggs. Do the alternating poly-fil with beads, then more poly-fil, etc. organisms produce one or many eggs?; and 3) Explain in When this is complete, have each student add a rubber your own words the difference between a parasitic and a band to securely separate the body from the tail of the symbiotic relationship. shrimp.
2. After the lesson, instruct students to bring in a spare 5. The legs and clutch are created by using pipe cleaners; sock of any size the following day. Have a few available if three pipe cleaners hold the eggs and five become the students forget or are unable to bring in a sock. legs (see Figure 1). The three for the eggs are placed on the underside of the sock, running lengthwise. The five Day 2: Shrimp Socks for the legs are wrapped around the abdomen of the 1. Divide students into groups of 4-5 based on the size of the shrimp and twisted to stay in place. Instruct the students sock each student brought. Try to make groups that would to count the number of clear beads (eggs) that they fall under one of the three categories: Small (ankle socks), chose earlier. Then, have the student add beads to either medium (crew-length socks), or large (knee highs and end of the three pipe cleaners used for the clutch (see longer). The number of groups assigned to each category Figure 1). The ends of the pipe cleaners used for holding does not have to be equal. Distribute the Shrimp Socktail the clutch are tied or twisted together to hold the eggs in Worksheet and inform each group how many eggs and place (see Figure 1). trematodes a student can add to their sock. The small sock groups add 0-10 eggs and 0-10 trematodes, medium sock 6. When the shrimp sock is complete, have each student groups add 10-20 of each, and large sock groups add 20-30. write his/her name in marker on the tail of the shrimp Tell the groups these values quietly because this trend of and measure the length of the shrimp sock in centime- smaller shrimp with fewer eggs and larger shrimp with more ters. Next, have students record each shrimp length and eggs is discussed later. You may also write the ranges on a then calculate the average length of the shrimp in their card and distribute the cards to the appropriate groups. group to complete Table 1.
2. Each group chooses a name (students can be creative) 7. At the end of the second day, Table 1 should be complete and these groups represent different populations of and each student should have a finished shrimp sock shrimp. Have the students fill in the names of every resembling the model in Figure 4. Place the socks from group member in the first column of Table 1 on the each population in separate containers until the next Shrimp Socktail Worksheet (see page 42). Then, have activity day and collect the Shrimp Socktail Worksheets. each student choose two numbers within the range given Fill in Table 4 with the name of each group, the group to his/her respective sock size group (small, medium, or members, trematode and egg counts associated with large) and write them next to his/her name under trema- each student, and the three averages for each group. todes and eggs, respectively (Table 1). Have the students These data will be used during the next class meeting. quietly exchange data within their group and fill in all of Table 1 except for the length of the shrimp.
38 Volume 30 • No. 1 • Summer 2016
FIGURE 3. A student finished adding the eggs to a model of FIGURE 4. A student holds his finished shrimp sock up to a the grass shrimp. Courtesy of Coral Thompson picture displayed on the board. The shrimp socktail resembles a real grass shrimp. Courtesy of Coral Thompson
Day 3: Switching Populations (Graph 1, Shrimp Socktail Assessment). The second 1. Return worksheets and give each group of students scatterplot is filled in using the group averages in Table 3 a container filled with shrimp from a different group. with clutch size as the independent variable (x-axis) and Instruct students to pick a shrimp, and write the name of number of trematodes as the dependent variable (Graph the student that created it in Table 2. Once this is written, 2). Have the groups determine the numbers to write have the students place the shrimp on the table and put on the x-axis because this depends on the range in the their hands in the air. On “Go” have the students begin average lengths of the socks. the first round of counting trematodes by feeling the body of the shrimp for five seconds to count the beads. Once MODIFICATIONS the five seconds have ended, have each student place This activity may be modified slightly if desired. Items the shrimp back on the table and record the number of other than beads could be used to represent the eggs or trematodes counted in Table 2. Repeat the counts twice trematodes to help clarify the model and help the students more with the time increased to 25 and 45 seconds distinguish between eggs and trematodes. Such substitu- in the second and third rounds, respectively. Remind tions could include beans, buttons, or other items that are students that they are trying to determine the total small enough to fit in the socks but large enough to be felt number of trematodes even for the short five-second through the sock and poly-fil. Instead of doing a visual count round. This is to represent that shrimp should not be out of the eggs on Day 3, visually impaired students may count of water long. the eggs by touch. Students may do a “dissection” of the shrimp sock to get an accurate count of the trematodes and 2. Next, have the students visually count the eggs three eggs. The supplies could then be recycled and used another times and record this in Table 2. year. On Day 3 of this activity, students could complete and interpret the graphs on the Shrimp Socktail Worksheet as 3. Display the numbers from Table 4 on the board, or hand a group instead of independently and/or the teacher could out a copy to each student. Instruct the students to find demonstrate how to fill in points on a scatterplot and then the information for the sock they received and write this allow the students to complete the remaining points on their on Table 2 under “actual numbers.” Have the students own. The students could also use all of the individual length find the absolute value for the difference between the and egg counts from Table 4 instead of the averages if more actual number and the visual counts. Have each student work with plotting data is desired. Students could draw an fill in Table 3 at this time with the averages and differ- anatomically correct grass shrimp and label the body parts ences from each group or population. discussed in this activity. A labeled grass shrimp diagram can be found in Aultman et al. (2010). 4. Give students time to complete the Shrimp Socktail Assessment by filling in the scatterplots and answering DISCUSSION questions. Scatterplots are created using average length Students built their own models of shrimp and it resulted in of the shrimp sock as the independent variable (x-axis) very diverse shrimp populations because of the different sock and average clutch size as the dependent variable (y-axis) sizes, number of beads, and colorful pipe cleaners used, as well
39 Volume 30 • No. 1 • Summer 2016
as the decorations that some students drew on their models. The use of visualization in this activity was effective for These differences lead to a discussion of how the populations teaching students about grass shrimp and how populations of vary among groups in terms of average shrimp length, clutch organisms differ. By creating their own models, students were size, and the number of parasites, and how some of these vari- directly engaged in the lesson. Some of the correlations that ables were related. The different populations also provided the were introduced to students in this activity, such as shrimp teacher with the opportunity to discuss diversity across natural length and clutch size, may have been harder concepts to populations and the source of these differences. Creating their grasp had physical representations not been used. own models also enabled students to associate the different materials as representations for the biological counterparts. For ACKNOWLEDGMENTS example, a student later recalled that parasites could be found Funding for this activity was provided by the National Science inside an organism because there were beads in the shrimp Foundation (NSF) GK-12 Program (Award # DGE-0841372). sock. They also were able to see that the grass shrimp carried We would like to thank Michele B. Sherman and Brigette its eggs externally. Some comments that were made in our A. Brinton for their editing assistance and creative input. class included “there were more beads inside the bigger socks” The efforts of Michele B. Sherman and Mary Carla Curran and “the Shrimpette group made their shrimp look alike.” Some were funded by the Department of Education Title VII prompts to begin this discussion with your students include: 1) program (Award # P382G090003), and those of Brigette Which group had the longest shrimp?; 2) Which group had the A. Brinton were funded by the NSF GK-12 Program (Award greatest clutch size?; 3) Why might larger shrimp have more # DGE-0841372). Thank you to Mrs. Lafreida Howard and parasites?; 4) Was it difficult to count the trematodes?; and 5) Georgetown K-8 students who assisted with this activity in Do you think it would be difficult to count parasites in a live the classroom. We would also like to thank the fellows in the shrimp? If so, why? Spring 2015 NSF GK12 Directed Research class at Savannah State University for edits and moral support. This publication This activity is versatile because it can be used in both is also listed as Contribution Number 1792 of the Belle W. science and mathematics classrooms. On Day 3, students Baruch Institute for Marine and Coastal Science. created scatterplots and used them to answer questions about concepts such as grass shrimp reproduction. We also If interested in accessing the answer key for the Shrimp discussed interpreting patterns. Students noted that data Socktail Assessment, visit the NMEA website at http://www. points that are grouped close together on a graph are more marine-ed.org/2016ShrimpSocktail. similar and sometimes part of a pattern or trend. Data points that did not follow the trend were called outliers.
FIGURE 5. Two combined populations of shrimp socks that show the diversity among the shrimp. Courtesy of Coral Thompson
40 Volume 30 • No. 1 • Summer 2016
REFERENCES Ornek, F. (2008). Models in science education: Applications Anderson, G. (1985). Species profiles: Life histories and of models in learning and teaching science. International environmental requirements of coastal fishes and inver- Journal of Env. and Sci. Ed., 3(2): 35-45. tebrates (Gulf of Mexico). U.S. Fish and Wildlife Service Biological Report, 82(11.35): 1-19. Pung, O.J., R.N. Khan, S.P. Vives, and C.B. Walker. (2002). Prevalence, geographic distribution, and fitness effects Aultman, T., M.C. Curran, and M. Partridge. (2010). Bringing of Microphallus turgidus (Trematoda: Microphallidae) in scientific inquiry alive using real grass shrimp research. grass shrimp (Palaemonetes spp.) from coastal Georgia. NSTA Science Scope, 33(7): 54–60. The Journal of Parasitology, 88: 89-92.
Brinton, B.A., and M.C. Curran. (2015). The effect of Romney, A.L., and C. L. Reiber. (2013). Embryonic devel- temperature on synchronization of brood development opment and cardiac morphology of the grass shrimp, of the bopyrid isopod parasite Probopyrus pandalicola Palaemonetes pugio Holthuis, 1949 (Decapoda, Caridea, with molting of its host, the daggerblade grass shrimp Palaemonidae): embryonic staging, Crustaceana, 86(1): Palaemonetes pugio. Journal of Parasitology, 101(4): 16-33. 398-404. Sheehan, K.L., K.D. Lafferty, J. O’Brien, and J. Cebrian. (2011). Gunzburger, L., and M.C. Curran. (2013). Counting parasites: Parasite distribution, prevalence, and assemblages of Using shrimp to teach students about estimation. Natural the grass shrimp, Palaemonetes pugio, in Southwestern Sciences Education, 42:9-13. Alabama, USA. Comparative, Parasitology 78(2):245-256.
Kunz, A.K., and O.J. Pung. 2004. Effects of Microphallus Sukkestad, K., and M.C. Curran. (2012). Noodling for turgidus (Trematoda: Microphallidae) on the predation, mollusks: Practicing field sampling in the science class- behavior, and swimming stamina of the grass shrimp room, NSTA: The Science Teacher, 79: 38-42. Palaemonetes pugio. The Journal of Parasitology, 90: 441-445. Uttal, K., and K. O’Doherty. (2008). Comprehending and learning from ‘visualizations’: A developmental perspec- Leight, A.K., G.I. Scott, M.H. Fulton, and J.W. Daugomah. tive. (Eds.) J. Gilbert, M. Reiner, and M. Nakhleh. In (2005). Long term monitoring of grass shrimp Visualization: Theory and Practice in Science Education. Palaemonetes spp. Population metrics at sites with agri- Springer: Dordrecht, Netherlands. cultural runoff influences.Integrative and Comparative Biology, 45(1): 143-150. Warren, D. (2015). Using Models in the Classroom. Available online at: http://www.rsc.org/eic/2015/03/ MacKay, B. (2015). Teaching with models. Available online at: explanatory-scientific-model-particle. http://serc.carleton.edu/introgeo/models/index.html. CORAL THOMPSON is pursuing her master of science in National Governors Association Center for Best Practices & marine sciences degree from Savannah State University. Council of Chief State School Officers. (2010).Common She is interested in the effects of polycyclic aromatic hydro- Core State Standards for Mathematics. Washington, DC. carbons on grass shrimp reproduction.
National Marine Educators Association. (2013). Ocean SUE C. EBANKS is an assistant professor in the Department literacy: The essential principles and fundamental of Marine and Environmental Sciences at Savannah State concepts of ocean sciences for learners of all ages. University. She is actively involved facilitating undergraduate http:// coexploration.org/oceanliteracy/documents/ research and community outreach. Her primary research OceanLitChart.pdf. interests are aquatic invertebrate physiology and toxicology, including behavioral responses. NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: MARY CARLA CURRAN See bio on page 20. National Academies Press. www.nextgenscience.org/ next-generation-science-standards.
41 Volume 30 • No. 1 • Summer 2016
SHRIMP SOCKTAIL WORKSHEET Days 2 and 3
Name: ______Group Name: ______
Table 1. Initial group information. Group Members Trematodes Eggs Length
Total
Average (Total/# shrimp)
Table 2. Data collected from the shrimp received on Day 2. Trematodes Counted Visual Egg Counts Shrimp Creator’s Name 5 s 25 s 45 s 1st 2nd 3rd
Actual Numbers
Difference (Actual-counted)
Table 3. Group averages. Group Name Average Trematodes Average Eggs Average Length
25 42 Volume 30 • No. 1 • Summer 2016
Table 4. Table for the teacher to fill out after the first day of the activity. Actual Actual Average Average Average Group / Student Names Trematodes Eggs Trematodes Eggs Length
SHARE YOUR IDEAS, LESSONS, or RESEARCH in Marine Education!
The editors of Current: The Journal of Marine Education are seeking articles for upcoming general issues. We hope to review and publish articles on topics related to marine education. We seek original manuscripts that describe research, lessons, resources, or strategies for teaching marine and aquatic lessons to a variety of audiences, including science, art, literature, and maritime history.
Please submit manuscripts to the Editors at current@natlmarineed. org for consideration. The deadline for submitting articles to for consideration in the fall 2016 general issue is September 12, 2016.
For information on submitting articles to Current, please visit our Guide for contributors.
43 Volume 30 • No. 1 • Summer 2016
SHRIMP SOCKTAIL ASSESSMENT Day 3
Name: ______Date: ______
Creating Scatterplots
Graph 1. Plot the average length of each group of Shrimp Socktails and their average clutch size. (10 points)
Graph 2. Plot the clutch size and number of trematodes for Shrimp Socktail group averages that your class created. (10 points)
27
44 Volume 30 • No. 1 • Summer 2016
1. Complete Graphs 1 and 2 before answering the following question. Was there a pattern in either scatterplot that you created? Explain your answer. (5 points)
2. Use the graph below to answer the following questions.
a. What was the smallest clutch size at Country Club Creek? (5 points)
b. What was the highest number of trematodes at Country Club Creek? (5 points)
c. Is there a pattern in the data for clutch size and number of trematodes? Why do you think there is or isn’t a pattern in these data? (5 points)
3. You created a model of a grass shrimp with trematodes. Answer the following questions based on what was reviewed in class. a. What animal is the parasite in this relationship? (5 points)
45 28
1. Complete Graphs 1 and 2 before answering the following question. Was there a pattern in either scatterplot that you created? Explain your answer. (5 points)
2. Use the graph below to answer the following questions.
a. What was the smallest clutch size at Country Club Creek? (5 points)
b. What was the highest number of trematodes at Country Club Creek? (5 points)
c. Is there a pattern in the data for clutch size and number of trematodes? Why do you think there is or isn’t a pattern in these data? (5 points)
Volume 30 • No. 1 • Summer 2016
3. You created a model of a grass shrimp with trematodes. Answer the following questions based on what was reviewed in class. a. What animal is the parasite in this relationship? (5 points)
b. What animal is the host? (5 points)
28
c. Describe an effect that the parasite has on the host. (5 points)
4. Look at the graph below. If a shrimp collected from the Tom Thumb Creek was 30 mm long, what could be the clutch size? (5 points)
a. 50 eggs b. 160 eggs c. 400 eggs
5. Use the graph below to answer the following questions.
a. Is there a positive or negative relationship between length and clutch size? (5 points)
b. Are a majority of the data points clustered close to the trend line or scattered? (5 points)
6. In the linear equation y=mx + b, the “m” represents the slope of the line. Interpret the meaning of a line with a slope of 20 eggs/millimeter. (5 points)
7. Length and clutch size were measured at Country Club Creek. The equation of a line is
46 29
b. What animal is the host? (5 points)
c. Describe an effect that the parasite has on the host. (5 points)
4. Look at the graph below. If a shrimp collected from the Tom Thumb Creek was 30 mm long, what could be the clutch size? (5 points)
a. 50 eggs b. 160 eggs c. 400 eggs
5. Use the graph below to answer the following questions.
a. Is there a positive or negative relationship between length and clutch size? (5 points)
b. Are a majority of the data points clustered close to the trend line or scattered? (5 points)
6. In the linear equation y=mx + b, the “m” represents the slope of the line. InterpretVolume the30 • No.meaning 1 • Summer of a2016 line with a slope of 20 eggs/millimeter. (5 points)
7. Length and clutch size were measured at Country Club Creek. The equation of a line is y=23x-500, where y equals the number of eggs and x equals the length of a shrimp in millimeters. a. How many eggs would be in the clutch of a shrimp 30 millimeters long? (5 points)
29
b. Compare this clutch size to your answer for question 4. Do shrimp of the same length have larger clutch sizes at Tom Thumb Creek or Country Club Creek? (5 points)
8. Look at the graph below and answer the following questions. 400 277
300 148 200 shrimp) 100
Average Clutch Size (eggs/ Average 0 Season Spring Fall
a. What effect does season have on clutch size? (5 points)
b. Think about the environmental factors associated with season in a marsh. How might these influence clutch size? (5 points)
c. What are other factors may influence shrimp length or reproduction? (5 points)
47
30 Volume 30 • No. 1 • Summer 2016
New Books and Media
Stingray City
A Deeper Exploration of the World Ocean
Introducing Marine Science Written by experts Peter Castro, PhD, and Michael Huber, PhD, Marine Science is a rigorous yet readable introduction Stingray City, Dr. Ellen Prager’s third and latest to the oceans. With a stunning design, book in the Tristan Hunt and Sea Guardians series, correlations to the Ocean Literacy continues to combine education and ecology with Standards, and a comprehensive digital marine adventure and mystery for middle grade package, it’s an ideal fi t for any high school readers. The ocean adventure series follows Tristan marine science course. and his friends as they embark on their latest and most dangerous mission yet. The teenager’s investi- gate the disappearance of stingrays and other ocean life, and, once again use their ocean powers to help Marine Science them save marine life and habitats. This series is Peter Castro written by oceanographer and researcher, Dr. Ellen Michael E. Huber Prager who is passionate about ocean science, and hopes to educate middle graders about current ocean issues, as well as encourage young readers to get involved in the preservation of ocean life.
Look for Dr. Prager’s first two books in the series, Shark Whisperer and Shark Rider.
The series meets the Common Core Standards for English Language Arts and Science, and correlates with Common Core and Next Generation Standards for Science. A free downloadable Educator’s Guide with language arts and science activities is available. Sample resources and the Student Edition eBook at mheonline.com/MarineScience Send review copies and news about books, videos, apps, and other new media to the Current Editor at [email protected].
48 Making Waves: Current Connections in Marine Science
The Florida Marine Science Educators Association invites you to Orlando, Florida for NMEA 2016!
June 27-30, 2016 at the Renaissance Orlando Resort
Register Today! Visit fmsea.org/NMEA16.
Questions? Email [email protected]
49 Some imagery courtesy of ian.edu/imagelibrary national marine educators association c/o Jeannette Connors 4321 Hartwick Road, Suite 300 College Park, MD 20740
inside Volume 30 • No. 1 • Summer 2016
Women in Leadership Let’s Talk Science: The Implementation of Discussion Guides in Out-of-School Learning Settings ACTIVITY: Hear Ye, Hear Ye: Mock Town Hall Meeting on Human-Induced Impacts on the Ecosystem Celebrate and Take Action for our Ocean on World Oceans Day Teacher at Sea Program The Volvo Sailing Adventure: An Integrated STEM Lesson ACTIVITY: Shrimp Socktail: The Shrimp You Feel Instead of Peel New Books and Media 2016 National Marine Educators Association Conference
Printed on Recycled Paper