Monterey Bay Aquarium Research Institute

EARTH Workshop 2003

EARTH Workshop Home | Schedule
Data | Citizen Science | C.O.O.L. Classroom

Data Overview | Back to top

Things to know
  • Data is messy
  • Data is confusing
  • Data is uncooperative
Things to learn
  • Know something about it before you start working with it
  • Know how to "bend it to your will"
  • Know where to go for help
Putting it all together
  • Pick data you want to use
  • Package the specific data you want
  • Get the data to the user

Citizen Science | Back to top

Comments about Citizen Science activity
  • 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
Using Citizen Science in the classroom
  • 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

Background Information
  • 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
Suggestions for C.O.O.L. Classroom activity
  • 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
Task�pick a project to tweak to fit the inquiry model
  • 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

EARTH Workshop Home | Schedule
Data | Citizen Science | C.O.O.L. Classroom

Last updated: Sep. 24, 2009

Full-hemisphere views of the Earth from GOES (Geostationary Operational Environmental Satellites).
GOES satellites are built by NASA and operated by NOAA.

EARTH logo designed by Jennifer Trask, 2003