EARTH Workshop 2003

Data Overview | Back to top

• Data is messy
• Data is confusing
• Data is uncooperative

• Know something about it before you start working with it
• Know how to "bend it to your will"
• Know where to go for help

• Pick data you want to use
• Package the specific data you want
• Get the data to the user

Citizen Science | Back to top

• Not enough Web references to complete the worksheet as presented
• Create a reference database to aid in identification
• Lack of prior knowledge is a factor; perhaps a general knowledge/distinguishing features key would be useful
• Many citizens are specialists within their own region and may not be knowledgeable enough in Monterey Canyon biota
• Scientists are more knowledgeable than citizens, so perhaps specific identification should be left to those who know
• Maybe include the top three identification already provided to encourage cross-checking
• Encourage citizens to record their responses at the level of their knowledge
• Enable multiple-level entries (higher/lower taxonomic levels)
• Explore the use of image recognition software to aid in identification
• Provide the ability to record multiple species, behaviors, etc.
• Target Monterey Bay area for education since those classrooms would be more familiar/connected to the subject
• Include a feedback component to encourage participation
• Include a username/login component to track responses
• Include a citizen review component in order to provide peer cooperation

• Use images to explore higher taxonomic levels with younger students
• Useful for skill building (species recognition, patterns, habitats, etc.)
• Useful in landlocked classrooms who have no access to oceans
• Include images from different regions/habitats
• Useful for explorations of phyla, morphologic characteristics of different taxa, dichotomous keys
• Provides a window to science in action (ex. describing new organisms)
• Possibility for collaborative lessons (with other students of scientists via Web)

C.O.O.L. Classroom | Back to top

• C.O.O.L.�Coastal Ocean Observatory Laboratory
• Historical overview�Dr. Fred Grassle worked on and started the first coastal ocean observatory looking at the ocean from the top down and bottom up
• The key to LEO�Longterm Ecological Observatory�is an electro-optic cable running through a drill hole out to the ocean bottom with two nodes down to ~15 meters of water; testbed site for a number of technologies
• The C.O.O.L. Classroom represents a collaboration of COOL educators and scientists with other educators and web folk
  • Funding provided by NOPP (2 years) to carry the site to the next level
  • This latest version has been up for just over a year starting with one set of lessons and has been updated with additional lessons
  • There are now 4 primary projects and a number of different topics and links

• Sketch out an ocean food web (this is the �what do we think/know step�)
• Explore the links to the cold room�this is where most of the �real-time� data is
• Keep track of your question and suggestions for Eric

• Food web game was fun and useful, but perhaps too involved for younger audiences
• Food web animals would be easier to place in level than spot
• Big red Xs on wrong answers are not very encouraging!
• Lots of concepts to teach�time is the limiting factor
• Teaching each concept as inquiry may take too much time�perhaps teach concept overview and then add inquiry lessons later
• Exercise: write and article/letter focusing on human impact using the COOL site
• Use COOL as a starting point and then try other sites and discuss benefits to users
• Include other coastal observatories
• Group work�need individual accountability, each student needs to have a defined role
• Include suggestions on how to do this (above) in teacher resources
• Access to �experts� is important
• Exercise: write and article/letter focusing on human impact using the COOL site

• Middle school lesson may be too difficult (vectors not introduced yet out here on the west coast)
• Lose some kids with all the text�keep explanations simpler and shorter, more visuals, possibly split into different pages
• Web site width�maybe use more of the blue space to the sides instead of long and thin
• Calculations=work! Give students a narrative story/scenario/challenge to maintain interest
• Set up concentric circles to assign point value (more points for higher accuracy)
• Develop ability to self-correct
• Graphs are just too small to see
• Sometimes teachers prefer to use sites like the COOL classroom as a tool to create lessons, rather than as a pre-packaged lesson in and of itself
• Set up links to sites that have additional information in order to keep the site simple
• Site for submitting lesson plans and activities would be a good resource
• Make feedback section available
• Include information that correlateslessons to standards