EARTH 2017 – Day 5

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Friday—July 21, 2017

Location: MBARI—Moss Landing, CA

Objective: Day 5 Presentations of Lesson Plans
0800–0830 Breakfast
0830–1130 Presentations—(15 minutes each)
Lesson plans


Katrina Alegado, Jillian Worssam

Gliders are 2 Cool!

Underwater gliders used by scientists are the future of oceanic exploration. Follow the steps in this mini-unit to learn about data collected off the coast of Antarctica and how science and technology blend to collect data where humans cannot venture. Students will also engage in an engineering design challenge to assist scientists as they continue to develop cutting-edge technology. These activities will provide information about venturing deeper and under sea ice shelves to explore the amazing interactions between the chemistry of the ocean, physical oceanography, and species that inhabit these majestic ecosystems.


Danielle Marshall, Beth Marass, Alia Thompson

32 Shades of Water

What does the color of the water tell you about conditions in marine and freshwater environments? What are the variables that affect that color? In this lesson students will participate in a variety of activities that allows them to brainstorm what impacts the color of our global water. They will perform research, analyse graphs and use real time data sets to make predictions, discuss limitations of methodology and the similarities and differences between different parts of the global ocean system.


Megan McCall, Kathy Couchon

Polar Play

The lesson incorporates the Polar Literacy Standards with Polar Ice Data Stories (data from scientists in polar regions) as a game that culminates with student creation of a research project that is voted on for funding by their peers. Students will investigate differences between Arctic and Antarctic regions through game questions and analyze data provided by scientists and through research.


Megan McCall

The Case of the Penguin’s Missing Lunch

Help the penguins find their lunch! Students will be solving the Adelie Penguin Mystery of the missing lunch based on the data collected in Antarctica by Dr. Josh Kohut. The clues will help the class unlock the boxes and solve the mystery with the BreakoutEDU game platform. Students will work collaboratively to problem solve and learn information. Prior knowledge that will be helpful for students is an understanding of tides and different types tides as well as latitude and longitude coordinates.


Katie Lodes

Tackle box of Tools and Technologies

This lesson allows students to access personal narratives of marine scientists talking about the equipment that they use to study the ocean and the data that they collected. Students will use a VoiceThread with short scientist videos and pictures of their data to deepen their understanding of the process of science.


Nancy FitzGerald, Jacqueline Galella

A Whale of a Roller Coaster

The use of technology is critical in studying Humpback whales. Students will explore the use of tagging technologies in the research being conducted in the southern ocean around Antarctica. Students will simulate this tagging data in the classroom and will need to analyze, model, and interpret their data.


Joanna Chierici

Have an Eye in the Sky

Students use photographs taken with satellites and drones to observe changes on Earth. The students will make inferences based on their observations and calculations to make claims about seasonal ice/snow coverage in the Arctic and whale size and behaviour in the Antarctic.


Deirdre Gonzales, Jill Lytle, Kathy Couchon

Bobbin’ Along

If we want to know if conditions in the oceans change in the future, it important have good data on current conditions. Students will use ocean profiling float data, a data set collected by floats deployed through the world’s oceans, to analyze chemical and biological measurements of ocean “health.” Students will learn how to navigate the FloatViz 6.0 website. Students will work in groups to define a question that they can explore using the data set, such as, “how does the pH of the oceans vary with depth?” Students will gather evidence (data) using FloatViz 6.0 and then prepare a Claim-Evidence-Reasoning presentation.


Patrick Murray

Accessing and Analyzing Authentic MBARI Real-Time Data

Students in Computer Science Essentials, a first course in high school Computer Science, will access the MBARI data set and create a graph as part of a final student project. Students then design, code, and debug a Python program to create their own graph that matches the MBARI graph.


Jill Ohlsen

It’s a Krill, Krill World

In this introduction to the scientific process, students will be following college student Jackie through a research project involving the humpback whale populations in the Southern Ocean of Antarctica. Students will analyze near real time data and answer questions as they follow the evidence and reach a conclusion.


Steve Allen, Elizabeth Eubanks

Why are the Humpbacks Hanging Out?

Scientists doing recent cetacean research around the Antarctic Peninsula have noticed that the Humpbacks whales are staying about a month longer along the Western Peninsula. Students will be asked to come up with a hypothesis for why the whales are staying longer. Then, students will look at and analyze the scientists’ whale tagging data. Students will be asked to engage in a STEAM based, Polar-Ice Data Story on whales’ feeding behaviors. Students will utilize some of the data and use it to create a “hanging Humpback” mobile that will help them visualize the data. Finally, students will extrapolate from this data and determine if the data supports their original hypothesis.


Miriam Sutton

Southern Life Digital Breakout

Students will explore the history, climate, and ecosystem of Antarctica as they access various documents and real scientific data collected by researchers during field experiences along the West Antarctic Peninsula. Significant events in Antarctic Exploration, Research, Technology, and Policy will be discussed and relevant concepts and principles relevant to climate and polar literacy standards will be assessed via a completed worksheet. In addition to historical and policy information, students will also explore data from Palmer Station’s LTER (Long Term Ecological Research) Program. Information obtained during their exploration will assist students in completing a student worksheet while also “opening locks” using a Digital Breakout format. Students may work in pairs to complete the Digital Breakout and the Worksheet.


Kristina Hayda, Cathy McBride, Stacey Sebert, Patrick Murray

“I’m Melting, I’m Melting!”

This 5E lesson on glaciers opens with a clip from Ice Age and a demonstration of glacial melt involving ice cubes on various surfaces. For the Exploration, students execute experiments to model environmental conditions on glacial melt through using flubber, concluding with a webquest to connect these concepts to glaciers and changes in climate overall. Next, students graph selected glacier data and use the Bigger Picture lesson to convert their graph into a work of art. Then, students complete a PhET simulation on glaciers, changing variables such as temperature, precipitation to see how the rate of melting might be affected. As a summative assessment, students identify glacial ice forms via the CER method.

1130–1200 Final Evaluation
https://www.surveymonkey.com/r/PXGW768
1200–1300 Lunch
1200 Safe Travels home!

Travel spreadsheet

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