From the Bayous of Louisiana to the Gulf of Alaska:

1. From the Bayous of Louisiana to the Gulf of Alaska: Bringing Real-World Science into the Classroom: Earthwatch Live from the Field and NOAA Teacher at Sea Fellowships

2. Earthwatch:Live From the Field 2008Hunting for Caterpillars

3. The Expedition • The team consisted of: • 7 teachers • The principal investigator, Dr. Lee Dyer • Our expedition leader, Rebecca Hazen

4. The Research • We studied the effect of extreme weather events on “tritrophic relationships • Extreme weather events =hurricanes • Tritrophic relationship = plants, caterpillars and parasitoids (wasps, and flies that lay their eggs in caterpillars)

5. The Procedure • First we sampled plots of land in the Pearl River Wildlife Management Area. • Every caterpillar possible was collected. • Back at the lab the caterpillars were identified, photographed and catalogued. • The caterpillars were then cared for until they formed chrysalidsand hatched into moths or died.

6. The Importance of this Research • Caterpillars are one of our main agricultural pests. • The concern is that extreme weather events may decrease the population of the parasitoids. • If the population of parasitoids decreases, then the caterpillar population should increase. • This could cause increased deforestation and crop damage.

7. The Classroom Connection • We kept in touch with our classes through blogs and videoconferencing. • You can access my blog at: http://www.earthwatch2.org/LFF/rodriquez/

8. Hunting for Caterpillars with Students Designing investigations • Use a variable wheel to develop Research question Other possible independent variables • Season • Distance from river

9. Hunting for Caterpillars with Students • Sampling Plots • Using GPS • Using Beat Sheets

10. Experimenting in the Classroom • Investigating environmental factors that affect the growth of caterpillars

11. Experimenting in the Classroom • Investigating environmental factors that affect the growth of caterpillars • Create a variable wheel • Students groups pick one to investigate

12. Community Connection • Students worked with seniors to plan and build a butterfly garden at the Willington Senior community Center

13. NOAA Teacher at Sea:Researching Pollack in the Gulf of Alaska

14. The Expedition • Ecosystem and Fisheries-Oceanography Coordinated Investigations (FOCI) Late Larval Survey • Dutch Harbor, Alaska to Kodiak Island, Alaska • May19 – June 2, 2010

15. The Researchers

16. The Research • What - Ichthyoplanktonsurvey and process studies • Where – Gulf of Alaska from ShumaginIslands to ShelikoffStraits • Why - To estimate the abundance, transport, and factors influencing the survival of young Pollock larvae.

17. Alaskan Pollock(Theragrachalcogramma) • Also known as Walleye Pollock • Member of Cod family • Lives in the North Pacific and Bering Sea • Mid-water to bottom dwelling fish • Lifespan is up to 17 years. • Young feed on plankton and small fish; older Pollock feed mostly on fish • Main predator is the Stellar Sea Lion

18. The Importance of this Research • Research is part of the management program for a commercially important fishery • Researchers are creating a model to show future abundance of adults based on larval survival rates. • Will compare to actual population numbers obtained from fisheries researchers who sample the adult harvest • Pollock is declining – possible causes are predation by Arrowtooth flounder on juveniles and changes in water temperature

19. With Sampling Bongo Nets

20. Deploying the CTD Sampler

21. The Gulf of Alaska

22. The Classroom Connection: • Students accompanied me on my journey through the use of my blog • Each day they would read the newest post and then complete their challenge activity and post their questions for my to answer • You can access my blog at: http://websrv.willingtonct.org/wordpress/lrodriguez/

23. Experimenting in the Classroom and Outside Investigating the Health of Long Island Sound • What is the Long Island Sound (LIS) ecosystem like? • How do scientists monitor water quality? • What affects the amount of dissolved O2 in water? • How healthy are the Fisheries in LIS? • How can we help protect LIS?

24. What is the Long Island Sound (LIS) ecosystem like? • Students research the LIS ecosystem and create charts of plants and animals then count the number of different species that live in Long Island Sound and describe the level of biodiversity of the Sound. • Great Resource: “Living Treasures: The Plants and Animals of Long Island Sound” by Nancy Balcom, Connecticut Sea Grant for Long Island Sound Study

25. How do scientists monitor water quality? • Student groups conduct real time data project on water quality of Long Island Sound • MYSound website: http://mysound.uconn.edu/index.html

26. What affects the amount of dissolved O2 in water? • Student groups conduct inquiry activities in the classroom

27. How healthy are the Fisheries in LIS? • Students research 6 important fisheries species in LIS; Bluefish, Striped bass, Summer Flounder, Winter Flounder, Tautog, and Scup. And graph the change in the catch amounts of these six fish from 1981to 2008: • “A study in Marine Recreational Fisheries” by the Stateof Connecticut Department of Environmental Protection http://www.ct.gov/dep/lib/dep/fishing/general_information/f54r2008report.pdf Bluefish • Striped Bass

28. Community ConnectionHow can we help protect LIS? • Go to Long Island Sound Study website: http://longislandsoundstudy.net/get-involved/what-you-can-do/ to learn about what students can do to help protect the Sound. • International Coastal Clean-up

29. Benefits of Teacher research Experiences • NOAA and Earthwatch gain motivated volunteers to help carry out their projects • Increases students’ exposure to knowledge of scientific and marine careers. • Promotes a greater awareness of the need to understand and protect the world's wild places and their resources. • In the News: A groundbreaking study out of Columbia University shows that teacher research experience, such as that offered by Earthwatch and the NOAA TAS program, positively impacts student achievement

30. Would I Like to do this?NOAA TAS • Who May Apply: K-12 teacher or administrator • Types of Cruises • Time commitment – 1 week to 1 month (average cruise is 10 -12 days • Costs - $0 • Obligations • submit 2-3 logs per week • 1 lesson plan on research • 1 lesson plan on ocean careers • Give a presentation or submit an article

31. Would I Like to do this?Earthwatch • Who May Apply: K-12 teacher or administrator – You do not need to be a science teacher • Types of Expeditions: Summer Fellowships and Live From the Field during the school year • Time commitment – 1- 2 weeks • Costs - $0 • Obligations • Keep a journal during the expedition • Submit 1 lesson plan or a community plan • Submit a final report to share with others

32. How to follow along • You can access this power point, my blogs and resources at my 7th or 8th grade Wikis • http://sciencerocks8.wikispaces.com • http://yeah-science7.wikispaces.com

33. Earthwatch Live From the Field and NOAA Teacher at Sea Bring the Science Home