ERIC ED448052: A Resource Guide for Oceanography and Coastal Processes.

283 Pages·1998·5.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 448 052
SE 064 349
AUTHOR
Walker, Sharon H., Ed.; Damon-Randall, Kimberly, Ed.;
Walters, Howard D., Ed.
TITLE
A Resource Guide for Oceanography and Coastal Processes.
INSTITUTION
Southern Mississippi Univ., Ocean Springs. Inst. of Marine
Sciences/J.L. Scott Marine Education Center and Aquarium.
PUB DATE
1998-00-00
NOTE
282p.; This publication has been funded by the National Sea
Grant College Program, the Office of Naval Research/Naval
Research Laboratory, the National Ocean Partnership Program,
the Consortium for Oceanographic Research and Education, the
Institute of Marine Sciences--The University of Southern
Mississippi, and Mississippi's Department of Marine
Resources (Tidelands Trust Funds).
AVAILABLE FROM
J.L. Scott Marine Education Center and Aquarium, P.O. Box
7000, Ocean Springs, MS 93566-7000; phone: [phone];
FAX: [phone]; e-mail: [email protected].
PUB TYPE
Classroom
Guides
Teacher (052)
EDRS PRICE
MF01/PC12 Plus Postage.
DESCRIPTORS
Earth Science; Elementary Secondary Education; Lesson Plans;
Marine Education; *Oceanography; *Science Activities;
Science Instruction; *Teaching Methods
IDENTIFIERS
*Coastal Management; *Coastal Zones; National Oceanic and
Atmospheric Administration; Naval Research Laboratory; Sea
Grant Program
ABSTRACT
This resource guide was developed for elementary, middle,
and high school teachers to teach about oceanography and coastal processes.
This guide contains information on the program's history and names and
contact information for all Operation Pathfinder participants since 1993. The
body is divided into 6 topics. Topic 1 is on Physical Parameters, topic 2 is
on Plate Tectonics, topic 3 is on Marine and Aquatic Habitats, topic 4 is on
Marine and aquatic Pollution, topic 5 is on Marine and Aquatic Resources, and
topic 6 is on Deep Sea Technology. Each topic discussed includes an
introductory description, grade suitability listing, background information,
objectives, materials, an activity description, possible extension
activities, teacher evaluation methods, and references.
(SAH)
Reproductions supplied by EDRS are the best that can be made
from the original document.
SE
A Resource Guide For
Oceanography and Coastal Processes
--annum.
U S DEPARTMENT OF EDUCATION
00.91w
Office of Educational Research and Improvement
TDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
1Tift
s document has been reproduced as
110...
received from the person or organization
LL
".
originating it
Minor changes have been made to
improve reproduction quality.
1.1111.1
Points of view or opinions stated in this
document do not necessarily represent
official OERI position cr policy.
Developed for
Elementary, Middle, and High School Teachers
Published for the
Institute of Marine SciencesJ.L. Scott Marine Education Center
and
Aquarium
Administered by
The University of Southern Mississippi
Printed by
Calagaz Digital Imaging and Printing
This publication has been funded by the National Sea Grant College Program, the Office
of Naval
Research/Naval Research Laboratory, the National Ocean Partnership Program, the Consortium
for Oceanographic Research and Education, The Institute of Marine Sciences-The University
of
Southern Mississippi, and Mississippi's Department of Marine Resources (Tidelands Trust Funds).
2
BEST COPY AVAILABLE
E
Project Director
Sharon H. Walker, Ph.D., Institute of Marine Sciences, The University of Southern Mississippi
Senior Editors
Sharon H. Walker, Institute of Marine Sciences, The University of Southern Mississippi
Kimberly Damon-Randall, Institute of Marine Sciences, The University of Southern Mississippi
Associate Editor
Howard D. Walters, Mississippi Gulf Coast Community College, Jefferson Davis Campus
Typists
Jotmette D. Bosarge, Institute of Marine Sciences, The University of Southern Mississippi
Catherine L. Seymour, Institute of Marine Sciences, The University of Southern Mississippi
Layout and Design Editor
Catherine L. Seymour, Institute of Marine Sciences, The University of Southern Mississippi
Original Artwork
Rosemary Finley, Harrison County Schools, Gulfport, Mississippi
Consulting Editors, Second Evaluation Team, and
1996 and 1997 Regional Project Directors
Diane Baxter, Scripps Institute of Oceanography/Birch Aquarium at Scripps
Amy Haddow, Connecticut Sea Grant College Program, University of Connecticut
Liz Kumabe, Hawaii Sea Grant College Program, University of Hawaii
Bruce Munson, Minnesota Sea Grant College Program, University of Minnesota
Vicki Osis, OR Sea Grant College Program, Hatfield Marine Science Ctr./OR State University
Sharon Roth-Franks, California Sea Grant College Program, Scripps Institute of Oceanography
Lundie Spence, North Carolina Sea Grant College Program, North Carolina State University
Sharon H. Walker, MS-AL Sea Grant Consortium, the Institute of Marine Sciences/J.L. Scott
Marine Education Center and Aquarium, and The University of Southern Mississippi
This Oceanography and Coastal Processes Resource Guide was developed and funded by the
U.S. Navy (Naval Meteorology and Oceanography Command, Office of Naval Research/Naval
Research Laboratory, Naval Oceanographic Office, and the Office of the Oceanographer of the
Navy), the National Oceanic and Atmospheric Administration (Sea Grant College Program;
National Environmental Satellite, Data, and Information System; and Ocean and Coastal
Resources Management), the Department of Interior (Office of Territorial and International
Affairs), and the National Marine Educators Associationin cooperation with the Institute of
Marine Sciences administered by The University of Southern Mississippi and various, regional Sea
Grant College Programs and their respective universities and/or colleges.
Copyright permission on all materials in this Oceanography and Coastal Processes Resource
Guide is granted as long as the materials are used for educational purposes and not sold for a
profit or presented without proper credit to the original source.
This Resource Guide should be cited as follows:
Walker, Sharon H. and Kimberly Damon-Randall (Senior Editors) and Howard D. Walters
(Associate Editor). 1998. Oceanography and Coastal Processes Resource Guide. Institute of
Marine SciencesJ.L. Scott Marine Education Center and Aquarium, administered by The
University of Southern Mississippi. Biloxi, Mississippi. Printed by Calagaz Digital Imaging and
Printing, Mobile, Alabama.
While available, copies of this publication may be obtained by writing to:
Oceanography and Coastal Processes Resource Guide
J.L. Scott Marine Education Center and Aquarium
P.O. Box 7000
Ocean Springs, MS 39566-7000
Phone: [phone]
Fax: [phone]
E-mail: [email protected]
A Resource Guide For
Oceanography and Coastal Processes
iave.--.
'44"5",
Developed for
Elementary, Middle, and High School Teachers
A Resource Guide for Oceanography and Coastal Processes
for Elementary, Middle, and High School Teachers
The Earth, for all we know, is a unique planet where a thin blanket of
air, a thinner film of water and the thinnest veneer of soil
combine to support a web of life of wondrous diversity and continual
change. The daily needs of more than five billion people now stress the
limits of this naturally regulated system.
National Oceanic and Atmospheric Administration, Global Change Research Program
1991
What science education will be for any one child for any one year; is
most dependent on what that child's teacher believes, knows, and
does or doesn 't believe, doesn 't know, and doesn 't do. For essentially
all of the science learned in the school, the teacher is the enabler, the
inspiration and the constraint.
National Science Foundation, 1978
Preface
This Resource Guide
was developed and funded by the U.S. Navy (Naval
Meteorology and
Oceanography Command, Naval Oceanographic
Office, Office of Naval Research/Naval
Research
Laboratory, and the Office of the Oceanographer
of the Navy), the National Oceanic
and
Atmospheric Administration (Sea Grant
College Program; National Environmental
Satellite, Data,
and Information System; and Ocean
and Coastal Resources Management),
the Department of
Interior (Office of Territorial and
International Affairs), and the National
Marine Educators
Association. This national educational study
has been implemented in cooperation
with the
Institute of Marine Sciences administered
by The University of Southern
Mississippi and the Sea
Grant College Programs of Mississippi-Alabama,
New Jersey, New York, Maine-New
Hampshire,
Oregon, Connecticut, Washington,
California, North Carolina, Hawaii,
Minnesota, Wisconsin, and
Delaware and universities associated
with these Sea Grant College Programs.
This partnership of
federal agencies and academia
recognizes the importance of "bridging-the-gap"
between
education and scientific research. This
cooperative effort resulted in the
development of an
intellectually rigorous and physically
demanding graduate course in Oceanographic
and Coastal
Processes Education which
was implemented and offered to elementary and
middle school
teachers representing all coastal and
Great Lakes states in this
countryto include Puerto Rico
and the Pacific Island Network
during the summers of 1993 through
1997. This program has
been expanded for the
summers of 1998 and 1999 to include high school
teachers, as well as a
continuation of participation by
elementary and middle school educators.
This precollege
audience in 1998 and 1999 will
also include 30 teachers
per region (180 teachers per year), four
of whom will be preservice teachers.
Teachers, researchers, and Sea Grant
educators converge each
summer at a regional, host
university for 14-days in June
or July. Through lectures, sessions with scientists,
field experiences
and hands-on activities, precollege
teachers will continue to explore issues
concerning
oceanography and coastal
processes. As "homework" for the
course, the 1993, 1994, and 1995
teachers developed individual lesson
plans for six oceanographic and coastal
processes topics. By
the conclusion of each instituteover
these three summersthe project and
associate directors
of this teacher enhancement effort
recognized the lesson plans of fellow
teachers were a valuable
resource which should be shared.
During the summers of 1996 and 1997,
Operation Pathfinder participants field-tested
and
evaluated the previously developed
elementary and middle school teachers'
1,175 lesson plans
and selected the "best-of-the-best" for
editing, refining, and compiling into
aResource Guide to
be used by formal and informal
educators from throughout the United States,
Puerto Rico, and
the Pacific Island Network who
may have need for this curricular material.
During the winter of 1997 and spring of
1998, the National Sea Grant College
Program, the
Office of Naval Research, the National
Ocean Partnership Program, the Consortium
for
Oceanographic Research and Education, and
Mississippi's Department of Marine
Resources
(Tidelands Trust Funds) provided funds for
taking the seventy-nine "best-of-the-best"
activitiesselected by the 1996 and 1997 teachers
a step further. The "best-of-the-best"
activities were further reviewed and evaluated
by the seven-Regional Project Directors
for 1996
and 1997. Review criteria in determining the
"best-of-the-best" activities included scientific
6
accuracy and timeliness,
consistency with National Science Education Goals and Standards, clarity, grade-level of potential
students, and content appropriateness. The activities being presented in this Resource Guide
include the following topics:
Marine and Aquatic Habitats
Marine and Aquatic Pollution
Deep Sea Technologies
Physical Parameters
Marine and Aquatic Resources
Plate Tectonics
This Oceanography and Coastal Processes Resource Guide is intended as an aid to teachers who
wish to infuse these issues in their K-12 curricular materialseven though this book was
specifically written for elementary and middle-school levels of understanding. This Resource
Guide is not intended to be a comprehensive presentation of oceanographic and coastal processes
issues; however, it provides teachers with select activities which will aid in framing and clarifying
some of the key issues associated with the environment. It has also been recommended that this
Resource Guide serve as a complementary text for use by informal educational efforts in
museums, science centers, aquariums, and other similar facilities as they relate to a diversity of
audiences concerning oceanographic and coastal processes.
Program History
This concept of a precollege course was initiated by the U.S. Navy and discussed with Dr. Sharon
H. Walker of the J.L. Scott Marine Education Center and Aquarium, in November of 1992 at the
Marine Technology Society Conference. The concept was expanded and developed in December
1992 through January and February 1993 as a prototype course, "Oceanography and Coastal
Processes for Elementary and Middle School Minority Teachers." This study was implemented
during the 1993 summer by Drs. Sharon H. Walker and Shelia A. Brown of the Mississippi-
Alabama Sea Grant Consortium and the Gulf Coast Research Laboratory. Seventeen minority
teachers from 12 states participated in the three-semester hour graduate course. The 1993 study
was expanded to encompass six geographic regions within this countryincluding the U.S.
Territory of Puerto Rico and the Pacific Island Network. A follow-up meeting was
conducted in Silver Spring, MD at the National Sea Grant College Office with attendance from
the Office of the Oceanographer of the Navy, the Office of Naval Research, the Naval
Meteorology and Oceanography Command, as well as personnel from various NOAA Line
Offices and the Department of InteriorOffice of Territorial and International Affairs. As a result
of this meeting, representatives from the Sea Grant National College Program and the Sea Grant
Educational network met in November 1993 to refine the successful prototype "Oceanography
and Coastal Processes" course. The 1994 proposal authors expanded and revised the original
effort; these 1994 authors and the 1994-1999 Regional Project Directors were/are as listed
(authors are asterisked):
Ms. Rachel Salas Didier* (1994) - New Jersey Sea Grant College Program, New
Jersey Maine Sciences Consortium
Drs. Shirley Fiske/Dale Ingmanson, Program Directors - National Sea Grant
College Program
Drs. Sharon Roth Franks/Diane Baxter
(1997)-California Sea Grant College
Program, Scripps Institute of Oceanography/Birch
Aquarium at Scripps
Ms. Amy Haddow (1997)
- Connecticut Sea Grant College Program,
University of Connecticut
Dr. William R. Hall (1995 and 1998)
- Delaware Sea Grant College Program,
University of Delaware
Mr. Robert J. Kent* (1994 and 1998)
- New York Sea Grant College Program,
Cornell University
Ms. Elizabeth Kumabe (1994, 1995, 1997,
1998 and 1999)
- Hawaii Sea Grant
College Program, University of Hawaii
Ms. Frances Lee Larkin*
- Virginia Sea Grant College Program, Virginia Institute
of Marine Sciences
Ms. B. Sharon Meeker* (1995 and
1999) - Maine/New Hampshire Sea Grant
College Program, University of New
Hampshire
Mr. Allen H. Miller* and Dr. James
Lubner (1995 and 1998)
- Wisconsin Sea
Grant College Program, University of
Wisconsin
Mr. Bruce Munson (1997 and 1999)
- Minnesota Sea Grant College Program,
University of Minnesota
Ms. Vicki J. Osis* (1996 and 1999)
- Oregon Sea Grant College Program,
Hatfield Marine Science Center/Oregon
State University
Dr. Leslie R. Sautter*
- South Carolina Sea Grant College Program, University of
South Carolina
Dr. L. Lundie Spence* (1997)
- North Carolina Sea Grant College Program,
North Carolina State University
Mr. Michael Spranger (1995 and
1998) - Washington Sea Grant College
Program
and University of Washington
Mr. John A. Tiedemann* (1994)
- New Jersey Sea Grant College Program, New
Jersey Marine Sciences Consortium
Dr. Sharon H. Walker* (1993 through
1999) - Mississippi-Alabama Sea Grant
Consortium, the Institute of Marine
Sciences/J.L. Scott Marine Education Center
and Aquarium, and The University of
Southern Mississippi
Dr. Susan E.Yoder (1994)
- Southern California Sea Grant College Program
University of Southern California
For purposes of the 1994-1997 effort,
the authors and Project Directors listed
above plus two
representatives each from the U.S. Navy, the
Department of Interior, and the National Oceanic
and Atmospheric Administration and
one representative each from the NOAH National Sea Grant
College Program and the National Marine
Educators Association comprised the De
Facto
Executive Committee for the six, regional
teacher institutes. The Co-Chairs
were Drs. Sharon H.
Walker of the Mississippi-Alabama Sea Grant
Consortium and the Institute of Marine
Sciences
administered by The University of Southern Mississippi
and Lundie Spence of the North
Carolina Sea Grant College Program and North
Carolina State University. The responsibility
of
this Committee was to
ensure the program objectives were being achieved in the
manner outlined
within the proposal narrative; to help in the
selection of national speakers; and
to meet the
8
iv
National Educational Goals and Standards, as well
as incorporate the highest scientific standards
consistent with research findings to date. Meetings of this group convened at the National Sea
Grant Week Conference and/or the National Marine Educators Association Annual Conference.
In order to maximize the coordination of resources and ideas within each of the six regions,
Regional Steering committees were also organized. The Regional Steering Committees'
composition reflected one representative from each state/territory within that region. The
Regional Steering Committees were coordinated by the Project Director from that specific region
for input into the planning process for collaboration and for the sharing of ideas and
resources for
the summer institutes. The Regional Steering Committees also provided input to the De Facto
Executive Committee. The Regional Steering Committees attempted to
convene at the Science
Teachers' Annual Conference within each state or territory.
This management structure has served as an exemplary infrastructure and opportunity
to evaluate
"how well the Operation Pathfinder: Oceanography and Coastal Processes Institutes have
worked." The administrative goal was and continues to behaving
a management structure
which enables participation, coordination, planning, and successful
outcomes. The De Facto
Executive Committee changed each year, as different institutions rotated their Project Directors
for the courses, such that each year the De Facto Executive Committee had
a mix of new
members. Due to the fact Operation Pathfinder Institutes have achieved national recognition
as
exemplary precollege teacher models and are expanding during the 1998 and 1999
summers, a
National Advisory Committee will be developed for outside consultation and advice.
1998 and Beyond
The "Consortium for Oceanographic Activities for Students and Teachers,"
or COAST, is a
working collaborative designed to effectively deliver oceanographic and coastal
processes
education to pre- and inservice teachers from kindergarten through the twelfth grade (K-12).
Each of the COAST members offers expertise in different areas and through focused efforts
at
specific educational levels provides depth of knowledge and
resources in these areas. As a
collaborative, the partners provide the broadest spectrum of means, methods and materials for
ocean science education, as well as a nationwide telecommunications infrastructure. The COAST
partners include: OPERATION PATHFINDER, a nationally recognized inservice program for
elementary and middle school teachers of predominantly minority students and the development
of curricular materials; the OCEAN VOYAGERS PROGRAM, a middle school teacher
preservice/inservice training system featuring integrated curriculum development, World Wide
Web page construction and maintenance, and teachers-to-sea experiences; and STARBORD,
a
high school level effort combining training with teacher-student research partnerships to leverage
computational science tools for ocean science research. Each of these programs individually
creates bridges between ongoing Naval research and formal and informal learning environments
through focused teacher education. Together, the COAST collaboration fuses the strengths of
each partner to provide enhanced, interdisciplinary content knowledge and hands-on activities
relative to oceanography and coastal processes for precollege educators. The activities range
from hands-on experiences aboard research vessels, to Web-based instruction, to curriculum
resources, to videoteleconferencing, and to computational science and visualization of the highest
quality.
This Office of Naval Research funded project involves
three COAST components as previously
mentioned; their respective institutions and locations
are as listed: OPERATION PATHFINDER
will be facilitated through The University of Southern
Mississippi's Institute of Marine Sciences/
J.L. Scott Marine Education Center and Aquarium located
in Biloxi, Mississippi to include ten
regional Sea Grant College Programs; the OCEAN
VOYAGERS Program is based at St. Norbert
College in DePere, Wisconsin; and STARBORD, represented
by Mississippi State University is
located in Starkville, Mississippi.Other essential
partners in this 1998-1999 enhanced collabora-
tive effort include: 1) the Naval Meteorology and
Oceanography Command, the Naval Oceano-
graphic Office, the Naval Research Laboratory, and
the Office of the Oceanographer of the Navy;
2) the National Marine Educators Association; 3) the
National Sea Grant College Program and
the State Sea Grant College Programs in select affiliated
universities in Mississippi-Alabama,
Maine-New Hampshire, Delaware, Washington, Oregon,
Wisconsin, Minnesota, New York,
Hawaii, and North Carolina; 4) Sea Grant and University
researchers; 5) 360 K-12 pre- and
inservice teachers from all Great Lakes and coastal
states in this country and numerous U. S.
territories; 6) 24 high school students (four from each of
six regions); and 7) select museums and
aquarium within this country.
The 416 former Operation Pathfinder participants
combined with the 360 pre- and inservice
COAST participants-776 teachershave the
potential, over a minimum of a five-year teaching
career, of reaching 385,200 precollege students. All three COAST
components' pre- and
inservice teachers are required to implement
a staff development program in his/her school or
school district (this is a commitment required in
the selection process). These 360 precollege
teachers combined with the 416 former Operation
Pathfinder participants have or will directly
train approximately 15,520 "fellow" teachers.
Consequently, these additional 15,520 "second
tier" teachers have the potential of reaching 8,556,000
precollege students over a five-year
period.
Lastly, the National Ocean Partnership Act (NOPA) is
simply about one thingpreparing
our
nation for the challenges of the 21st century. From
centralized data collection and information
sharing to increased education and
a more streamlined approach. NOPA is helping us meet its
goals for the next century (Sea Technology, 1996).
COAST will contribute to the enhancement
of oceanographic and coastal
processes knowledge by cadres of precollege teachers and students.
In accomplishing this goal, the National Ocean Partnership
Program will have successfully
broadened the awareness and understanding of marine and aquatic
environments by program
participants, and the roles of these fragile
areas in the global relationships of sea, soil, and
atmosphere. COASTthrough this programmatic effort
can and will help shape the future.
I t)
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