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Communicating Ocean Sciences Session 1: Teaching Ocean Science

Communicating Ocean Sciences Session 1: Teaching Ocean Science. Session 1 objectives. Learn goals, design, and requirements Discuss interdisciplinary nature of ocean sciences Brainstorm ideas: what ocean science concepts should be addressed in elementary school?

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Communicating Ocean Sciences Session 1: Teaching Ocean Science

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  1. Communicating Ocean SciencesSession 1: Teaching Ocean Science

  2. Session 1 objectives • Learn goals, design, and requirements • Discuss interdisciplinary nature of ocean sciences • Brainstorm ideas: what ocean science concepts should be addressed in elementary school? • Experience inquiry-based, hands-on ocean science activities

  3. Thought Swap What is ocean science?

  4. Thought Swap What should be included in teaching ocean science? Why?

  5. Thought Swap What do you want to get out of this course?

  6. Thought Swap Describe what it was like to do science when you were in elementary school.

  7. COS course goals • Introduce future scientists to importance of K-12 education and public outreach • Introduce science majors to possible careers in K-12 education • Encourage thoughtful, mutually beneficial collaborations between ocean scientists and educators • Provide significant ocean science instruction and college-age role models for under-represented K-12 students

  8. And… • If you become scientists, you’ll care about teaching (including your own) and public education…devote effort to K-12 outreach • You’ll be informed voters regardless of your chosen career • Some of you may even consider a career in K-12 education or informal education

  9. And… • The National Science Foundation (NSF) has acknowledged that Ocean Science is nearly absent from the K-12 (and undergraduate) curriculum • College students like you are important role models

  10. Practice what we preach • Flexible model of how people learn • The model will be practiced: • in the course content, • in the hands-on activities you take into the classrooms • in the lesson you design

  11. Course requirements and grading • See handout • Also on course website: cacosee.net/collegecourse/syllabus

  12. Schedule • See handout and course website

  13. Other stuff you need to know… • On-line discussion warmups need to be submitted by 8pm on Thursday Login is cos Password is salmon • Directions to complete a pre-questionnaire for the course will be emailed to you by early next week.

  14. Hands-on activities Activity #1: Seashore Sleuthing: Beach Buckets (grades K-1) free exploration and guided discovery Activity #2: Oyster Beds (grade 3) process of science and what scientists do Activity #3: Red Fish Roundup (grade 4) light, wavelengths and camouflage at depth

  15. Anticipatory Guide • What did you find to be most striking or notable about these activities? • How were they similar or different from how you did science in elementary school? • What was the main point or key concept of each activity? • What kind of information was presented and what was omitted? • How does the material for different grade levels compare?

  16. Seashore SleuthingShake, rattle, rock and roll

  17. Seashore SleuthingBeach buckets

  18. Seashore Sleuthing: Beach buckets • animal (non-human) was there • plant or seaweed was there • person was there

  19. Seashore Sleuthing wrap-up

  20. Oyster Beds

  21. Oyster BedsHow is your shell different?

  22. Oyster BedsUsing observations as clues

  23. Oyster BedsThe match game

  24. Red Fish RoundupMaking rainbows

  25. Red Fish RoundupColor spinners

  26. Red Fish RoundupWavelengths--a demonstration

  27. Red Fish RoundupDebrief

  28. Red Fish RoundupThe underwater dive

  29. Red Fish RoundupDebrief

  30. Anticipatory Guide • What did you find to be most striking or notable about these activities? • How were they similar or different from how you did science in elementary school? • What kind of information was presented and what was omitted? • How does the material for different grade levels compare? • What issues do you think might arise if you were to take these activities into an elementary classroom?

  31. What do you think was the main point or key concept of each activity? Do you think it was effective in teaching that concept?

  32. Quick Write • What questions/concerns do you have about the course? • What about the course seems exciting to you? • Have your ideas changed about teaching hands-on science? Please describe. • What do you think made your ideas change?

  33. Homework • First reading in the course reader • Be prepared to complete a Quick write at the beginning of class next week

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