EARTH uses near-real-time data from ocean observatories to design and test outreach with the Internet as an interface to scientists, teachers, students, and the public. Click here for more information on the EARTH program.
We are disappointed to announce that due to the ongoing uncertainty surrounding the pandemic, we have had to cancel our EARTH 2021 workshop in Dobbs Ferry, NY. Stay tuned for information about our 2022 workshop, which will be hosted in Seattle, WA with the Global Ocean Biogeochemistry Array (GO-BGC)!
To keep up to date on all things EARTH, please join our facebook page.
Because we only have a limited number of spots available in each EARTH workshop, applications are required. The application process is outlined below.
- Complete the online EARTH Workshop Application form and submit any additional resources as appropriate. Be sure your answers to the questions clearly express your experience, background, and/or interest in the topic of using real-time data in your educational environment. Any supporting materials can be emailed to email@example.com.
- Applicants are required to try out one (or more) EARTH lesson in your classroom or institution and complete the online feedback rubric (Note: this will take you to a new page on SurveyMonkey).
Returning teachers who have previously participated in an EARTH Workshop can make their application stronger by demonstrating a commitment to mentoring colleagues (hosting an in-service or EARTH Satellite workshop in your area), enhancing the EARTH resources (testing out Lessons in Development and providing extensive feedback or new resources to enrich our website), or disseminating EARTH content (presenting about EARTH at a meeting or conference). Please contact us if you have any questions about the application process.
- Lodes, K., G.I. Matsumoto, and J. Magnusson. 2018. Education And Research: Testing Hypotheses (EARTH). Marine Technology Society. Volume 52, Issue 1 p. 12-17. https://doi.org/10.4031/MTSJ.52.1.
- Matsumoto, G.I., C. Needham, M. Opheim, and G. Chen. 2014. A collaborative and mutually beneficial tribal marine science workshop format for tribal natural resource professionals, marine educators, and researchers. Journal of Geoscience Education. 62:74-85.
- Sigman, M., R. Dublin, A. Anderson, and G.I. Matsumoto. 2014. Using large marine ecosystems and cultural responsiveness as the context for professional development of teachers and scientist in ocean sciences. Journal of Geoscience Education. 62: 25-40.
- Adams, L.G. and G.I. Matsumoto. 2011. The Benefits and Challenges of Using Real-time Data in the Classroom: Perspectives From the Students, Educators, and Researchers. Marine Technology Society Journal, September/October 2011. 45(5):55-58.
“Hot issues, such as climate change may not be subjects of contention within the scientific community, but it seems clear that the science is not being communicated in a way that has the necessary impact. Although art cannot directly communicate science or change minds, it can create a space for dialogue around difficult issues.” (Kieniewicz)
In this lesson, students will combine art and science to interpret and illustrate graphs in order to convey the ‘bigger picture’ of climate change.
In 2016, MBARI updated our website to a new platform, and as a result, many of our older workshops and activities have been archived. We are in the process of posting these older activities on our current website, but if there is a specific activity you are searching for and can’t find, please let us know and we will be happy to provide you with a direct link.