EARTH COES – Day 4

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Friday—June 23, 2017

Location: Stevenson School

Objective: Day 4 Presentations of Lesson Plans
0700–0830 Breakfast
0830–0900 Morning overview George Matsumoto (MBARI)
0900–1130 Presentations—(15 minutes each)


Place-based Wayfinding

Andrew Rogers, Sarah Howard, and Kirsten Matsumoto

The objective of this series of lessons is for students in any part of the world to ground their study of Climate Change and Stewardship of the Earth in their own sense of place. Through a personal and place-based lens, students develop empathy toward their home as they relate it to present day issues as well as to those of their ancestors. From one’s own community to the stars in the sky, students identify their place in the universe, and more concretely, learn the cardinal directions. The lesson plans, while based in science, span cultural, geological, and political answers to the question “Where are you?”

Using astronomy, the path of the sun, hands as measuring tools, and Pacific Islander navigation traditions, students employ Next Generation Science Standards (NGSS) Science and Engineering Practices such as: developing and using models, constructing explanations, and using mathematics and computational thinking. Extensions include geocaching, map-reading, compass use, and navigation triangulation. These lessons can be adapted for students of all ages.

Lesson Plan (WordPDF)


Carbon Cacophony

Bekah Cordell, Christiana Galeaʻi, Carly Norris

Students will collaborate to produce a musical piece depicting key concepts from previous lessons on climate change’s effects on the earth and the carbon cycle. Students will show knowledge of causes and effects of climate change on the ocean using abstract musical notation and instrumentation. Students will be exploring the topic of interconnected systems while developing their communication and critical thinking skills.

Lesson Plan (WordPDF)


Should We Stay or Should We Go?

Celeste Buck-Heinz, Selina Leem, and Austin Smith

Students will research and create a debate based off of Kathy Jetnil-Kijiner’s poem at the Climate Summit 2014 and a quote from the US Ambassador to the Marshall Islands. The class will be split into teams and will debate whether Marshallese and other Pacific Island communities should move to the US in the face of climate change. Should they become climate refugees? Or should they stand and fight for their nations? The purpose of this activity is to get students to formulate arguments based on evidence as well as introduce themselves into the politics of climate change.

Lesson Plan (WordPDF)


Ocean Council of All Being

Kelsey Armeni

This lesson is an experiential activity into the connection between life and environment. The students will specifically focus on the relationship between Pacific ecosystems and people. Students will foster an understanding of the impact of climate change on life in the Pacific through live action role play, embodiment, and ritual. Students choose from a list of characters to learn more about and speak for to present in ritual form at a Council of All Beings. *This activity is taken from Joanna Macy’s Council of All Beings and is catered towards oceanic studies.

Students explore the connection between people and place, cultivate seeing from other perspectives, and embrace indigenous methodologies as means of knowing. They will ponder questions such as how do humans impact the ocean, and how does the ocean create a home for humans, and what impact does rapid climate change have on the ocean’s ecological systems. They will be challenged to think outside of anthropocentric perspective to engage problem solving around climate change with new eyes. Students will develop compassion, empathy, coping skills, observational skills, hands on investigation skills, communication skills, and ocean literacy knowledge to become informed global citizens for the earth.

Lesson Plan (WordPDF)
Ocean Cards


Ocean Acidification Lesson and Climate Change Unit

Rachel Easley and Isabel Gaoteote

This lesson is an exploration into the difference between acids and bases. Once students develop a basic understanding of pH, they will make the connection to ocean acidification and the impacts on coral reefs. Students will use the scientific method to conduct experiments to test the pH of various fluids using red cabbage juice as an indicator. After testing the pH of different fluids, students will test what happens to an egg over time when placed in a cup of fluids of varying acidity. The calcium carbonate eggshell represents the coral found in oceans. Students will make connections between the model and the coral reef ecosystem. Data that could be referred to is the ocean pH over time.

Lesson Plan (WordPDF)
Unit Plan


Making and Interpreting Climographs

Max Wei, Andrew Czerny, Mark Tretter

This will be a three part lesson. Initially, we will provide an introduction on climographs and how to make one. Data will be provided. Next, students will be asked to compare graphs from two locations that differ by only one variable (distance from an ocean) In Part 3, we will compare the long term changes (if any) over time in the climate of one location.

Lesson Plan (WordPDF)


Climate Change Adaptation

Elizabeth (Liz) Blanco

Students will explore character and dialogue development as they create their own one-person monologues or two-character scripts. The basis for character and story development will be on the personification of challenges faced by fauna that rely on the ocean for survival. Those initial facts and circumstances will be used as the skeleton for the finished piece.

Lesson Plan (WordPDF)
Brainstorm Sheet
Species Snapshot


Voices of Climate Change

Caitlin Ivester

In this lesson, students will be defining key terms related to the study of climate change adaption and analyzing various written and spoken media in connection with their representation of the experiences of profiled climate refugees. The topic of climate change adaptation will serve as a vehicle for a more thorough understanding of compare and contrast techniques and nonfiction narrative, and the students will ultimately synthesize their understanding of the technique and content in the production of a two-voice (double-perspective) poem.

This lesson is meant for middle or high school levels and can be adapted accordingly. It is meant to be a part of a larger interdisciplinary unit, and ideally would be accompanied by similarly-themed lessons in other departments (i.e. ocean acidification in science, resource competition and economics in civics, historical displacement of ethnic groups in history, and so on). Within a language arts course, the lesson could situated within a larger unit about either first-person narrative or analysis of nonfiction texts. It could also be a part of a larger unit that deals with theme and emphasizes the intersection of heritage, land, and identity.

Prior knowledge and experience in various areas is assumed, including elements of narrative text (character, setting, voice, etc.), writing in first-person perspective, and Venn diagrams, as well as a basic understanding of climate change and associated terms (in particular refugee).

Lastly, it is important to emphasize in this lesson that the final activity is an exercise in empathy and walking a mile in another’s shoes, not mind-reading.   Students should be encouraged to listen more than they talk to those that are in danger of losing their lands, and be open to new ideas beyond their own lived experience.

Lesson Plan (WordPDF)
Examples of Two-Voice Poetry
Sample Poster


Inspiring Intergenerational Climate Activism

Karen Doyle Grossman

This lesson describes a 90 minutes session for adult learners participating in a multi-week, parent-child curriculum. This lesson contributes to the following, overall curricular objectives: 1) increase awareness and basic understanding of the fundamental, evidence-based realities of climate change and global warming; and 2) inspire participants to develop a practice of nurturing and sustaining their own sense of hope and empowered, effective activism in the face of daunting barriers to such action. This particular lesson asks the learner to reflect and reframe how s/he is emotionally impacted when confronted with information about how anthropomorphic climate change is impacting the ocean, marine life and coastal communities. It then engages adults in a practice of acknowledging and reframing their emotional responses to climate change as a way to fuel and sustain hopeful action. This lesson draws heavily from the Active Hope methodology pioneered by Joanna Macy and Chris Johnstone in the UK; as well as on contemporary positive psychology concepts championed by Martin Seligman, and an array mindfulness, neuroscience and leadership research.

This lesson is focused on parents as the learners. Children of these parents will participate in a separate activity designed by Kelsey Armenia. The joint conclusion of our lessons will culminate in an exercise that gathers the parents and children together for a collective reflection session.

Lesson Plan (Word | PDF)

1130–1200 Final Evaluationhttps://www.surveymonkey.com/r/T8NM6FN
1200–1300 Lunch
1200 Safe Travels home!—Don’t forget to join our Facebook page to keep in touch!

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