Session Descriptions--nmea 2016 Sessions are listed alphabetically by primary presenter’s last name. Allen

Educators from the North Inlet-Winyah Bay National Estuarine Research Reserve will showcase the ‘Teachers on the Estuary’ program hosted in South Carolina and demonstrate a variety of methods for incorporating the arts into marine science education. Activities from the Estuaries 101 Curriculum, similar NERRS PTD opportunities throughout the country, as well as a host of additional NOAA resources will be highlighted and shared. Throughout the five day course, the ‘STEAM Team’ of marine educators and researchers from SC Sea Grant Consortium and the North Inlet-Winyah Bay and ACE Basin NERRS instruct teachers in a variety of field and classroom activities featuring estuaries, coastal ecology and watershed concepts. Participants design and build basic observation buoys to monitor water quality, investigate long term water quality data though the NERRS System Wide Monitoring Program (SWMP), and create lesson plans to use in their classrooms. Art instruction during the workshop features renowned batik artist Mary Edna Fraser, who presents how her art is used to communicate science concepts. In addition, visual arts teacher Marie Nichols shares her knowledge of art and drawing techniques through watercolors and sketching, and nature photographer Karen Beshears helps teachers capture the unique coastal ecosystems encountered throughout the workshop. Finally, Kevin Kurtz, children’s book author of A Day in the Salt Marsh, instructs on writing techniques that tie all of these components together creating a ‘STEAM’ workshop.

s.toupin@seacentr.org

The Seacoast Science Center has created programs to support NH’s Marine Mammal Response efforts. Programs like “Save a Seal” and “Whale of a Comparison” allow students to learn about a number of marine species and what people can do to help. Look! It’s a skeleton! There’s the rib cage, a spine, a skull... If you were on the CSI forensic science squad, you’d be investigating human remains but could it be something else? There are an amazing number of similarities when comparing anatomy between different mammals. During the first part of the workshop session, participants will reconstruct marine mammal skeletons and discuss species, structure and function. Perhaps you too want to practice saving a seal or responding to a call? In the second part of the session, you will become a rescuer for the day and see what happens when responding to stranded seals. Participants will learn all about the seal species that live in New England and will learn the job of a Marine Mammal Responder through activities that have participants collecting data, making inferences, and educating the general public. Workshop participants will learn content, immerse themselves in fun hands-on activities and receive take away lessons and resources.

lynn.tran@berkeley.edu

Learning and engaging in the practices of science involves participating in productive discourse about science. It also requires some appropriation of a scientific identity. This identity is related to attitudes and perceptions towards science, such as self-confidence and the level of importance and usefulness learners ascribe to the subject. Learner identity is widely regarded as an essential piece to how people learn. When learners are supported to build strong identities with subject matter, like ocean sciences, learning and achievement are supported. Efforts for improving science learning and science identities involves recognizing that learning is not confined within the boundaries of the school campus or hours. Networked digital technologies are prevalent resources for learning and everyday life that extend beyond school boundaries, and that young people are comfortable and familiar. These tools include blogs, wikis, digital portfolios, discussion boards. We conducted an exploratory study to investigate the instructional practices for using of a social network learning platform in sixth grade science classes to support learning ocean sciences and fostering students’ science identities. Three sixth grade teachers and three schools taught the Ocean Sciences Sequence for Grades 6-8 in their classes. The OSS curriculum is focused on the relationship between ocean and climate, and climate change. The teachers adopted the same commercially available social network learning platform, which is analogous to a hybrid between social media (like Facebook) and a learning management system (like Moodle). We inquired about the affordances and limitations of the platform, and the teachers’ practices to integrate the online platform into their classrooms; in particular, we focused on how teachers facilitated productive discourse in-person and online. In this session, we will share findings from this study, and discuss practical implications. We will highlight the tensions that emerge in student discourse in-person versus online space, and the contradictions between school sanctioned digital space and students taking ownership of this space. We will share strategies these teachers used to promote student participation online. Discussion will focus on how to use social network learning platforms to promote discourse for sense-making and identity development in science classrooms. We will also discuss the challenges and possibilities for fostering community and identity in online spaces.

kwalsh@oda.edu

Marine Science students built and maintained aquariums of their own design. They include salt water coral reef tanks, freshwater bay tanks as well as others. Students chose themes for their tanks, researched the organisms they chose to have inside the tank and used problem-solving skills to maintain them. Students measured the abiotic and biotic factors involved, including feeding, waste, pH, temperature, etc. They would try to determine health of the organisms and analyze any deaths or sickness (ick) The culmination was a visit by the sixth graders. My students had to present their tanks to the younger students and entertain their questions. They learned to engage the students show leadership and teaching abilities. It was such a worthwhile experience, I would like to share it with other teachers.

kristiwalters@go-science.org

The movie begins with Eric's ship sinking in a hurricane. Could you build a better ship? Do mermaids really exist? How different would Ariel look if she lived in the open ocean, a coral reef, polar water or in the deep sea? Design your own mermaid for the location of your choice. What really happens when you loose your voice? Join us to discover the science behind the crown.

wardm@ashleyhall.org

The South Carolina Aquarium Sea Turtle Rescue Program (STRP) has been open since 2000, treating and rehabilitating sea turtles. In 2013, a family interested in getting girls involved in STEM fields approached me about funding a program with the SC Aquarium. The idea for the Schutte STEM partnership was formed. Though the generous donations from the partnership, students at Ashley Hall in the Oceanography program work with the STRP to analyze data and come up with novel research questions, learn how to analyze data, create scientific posters and present their research in a formal poster session at the SC Aquarium for the sea turtle scientists, board members, parents, and other guests. It has been an incredible opportunity to engage the girls in actual scientific research. Through the experience they learn a great deal about science as a process, data analysis, sea turtle conservation, poster development and presenting research. I am very proud of the program and the girls have learned a great deal about careers in science.

lwhitley@usc.edu

Citizen Science connects individuals (educators, students, general public) with scientists and rigorous scientific research and allows participants to “do science” contributing to ongoing research. The experience often also supports a deep sense of learning and environmental commitment. Many organizations are embracing this opportunity to more fully engage their participants in meaningful science. So how does a facility or an organization do that? How do they decide on the type of program, create and implement programs that work best with their site? What is most relevant? What do you need? What are the challenges? How do you ensure quality data and feedback from and for participants? In a panel discussion, we will share this process using a marine field station as an example. We will also share about processes and results in building and implementing current regional citizen science programs such as “HABs Watch” and “Urban Tides.” How do organizations without a facility develop programs? What are the keys to getting the public or schools involved---sharing ideas? How do these citizen science programs support the underlying concepts of NGSS? These programs provide information to help scientists and ultimately policy makers to understand how to protect humans (and wildlife and ecosystems) during Harmful Algal Blooms and to provide a baseline of shorelines prior to sea level rise. We will also hear how individuals can create their own experience through group participation as we share the perspective and insights from an individual engaged in citizen science whale research in Antarctica. What does the person gain and contribute? How do they share that work they are doing and their experience? Materials will be available online.

joy.winet@brevardcounty.us

The Barrier Island Center is located in the Archie Carr National Wildlife Refuge (ACNWR), a 20 mile strand of beach in East Central Florida known as the most productive nesting beach for loggerhead turtles in the Western Hemisphere, for green turtles in North America, and is also a minor nesting site for critically endangered leatherback sea turtle. Last year, the 2015 nesting season produced over 28,000 sea turtle nests of these three species. The Center offers sea turtle education at no cost to K-12 students. Sea Turtle Academy is a hands-on, environmental education program for students living near vital sea turtle nesting beaches in Florida. During the 2015-2016 school year the Barrier Island Center received grant funding from the Sea Turtle Grants Program to provide free bussing to students attending low-income schools designated as Title-1 to participate in STA. Many students participating, though living within miles of the Refuge, had never visited the beach before. This provides a critical opportunity to form a first impression of the beach as sea turtle habitat. Students participating in STA showed a significant improvement in post-test scores on questions relating to sea turtle biology (p < 0.01). From September - February approximately 900 students participated in this program from Title 1 schools who may have otherwise not been able to attend STA. In this session, participants will participate in demo and mock Sea Turtle Academy program activities and be given access to materials online to use or adapt these lessons for their own students. All activities are correlated to the Next Generation Sunshine State Standards and the national Next Generation Standards. Turtle Tag - Students pretend they are sea turtles and have to make it through each life stage where they encounter threats both natural and anthropogenic. This kinesthetic model of the population survival rate of sea turtles then becomes a talking point for conservation. Turtle Stranding - students learn what should be done in a stranding situation (call FWC) then simulate a stranding scenario by making observations, recording measurement data, and identifying species, using a replica sea turtle. Beach Walk/Cleanup/Mangrove - students conduct a beach cleanup and walk to look for evidence of sea turtle nesting (egg shells, predation, etc.) while also collecting mangrove propagules to grow back at home or school and picking up marine debris for proper disposal/recycling. Sea Turtle Academy - Students describe characteristics of reptiles, label anatomy of a sea turtle and have the opportunity to touch a diamondback terrapin and compare and contrast it’s anatomy to that of a sea turtle. In groups students manipulate skulls of four different sea turtle species and infer the diet of each based on observations about skull morphology.

winn@njit.edu, @JrzyShark

Sharks play a critical role in the delicate balance of ocean ecosystems. In 2013, Sharks4Kids was created by Jillian Morris with passion and a mission to create a new generation of shark advocates. The Sharks4Kids team brings together scientists, educators, conservationists and professional videographers. The session invites educators to create the next generation of shark advocates through education, outreach and adventure. The Shark4Kids team recognizes that shark education can be difficult; the website offers resources to integrate shark education into informal and formal science programs on an introductory, intermediate or advanced level. The session will walk educators through the curriculum, which is aligned with the Next Generation Science Standards (NGSS). The audience will preview games, activities and info sheets that students can access to satisfy their own curiosity. In addition, the session will highlight photos and videos from scientists and conservationists that were produced to bring an excitement and share the beauty of the ocean. The Sharks4Kids educators understand that individuals respond to and are inspired by the real-life experiences of others. In person visits and those via the internet with the use of Skype Classroom are offered. The session will provide a sneak peek at a sample presentation. A wide range of shark related and ocean topics are available to connect with individuals of all ages. In 2015 Sharks4Kids connected with over 12 thousand students in grades Pre-K to University in 23 different countries and 44 US States. The session will introduce the audience to the Shark Club, which is a program that offers a dynamic and fun way to bring shark conservation into the classroom by getting kids involved and taking action. Through this program a class or group will work on a shark conservation project with the help of our shark team. It might be a video or posters, whatever the kids want to do to spread the word, which may be part of after school programs, projects completed during a specific study unit or done throughout the year. The audience will view an example of completed work, which was shared on the Sharks4Kids website and social media accounts, including instagram, facebook, and twitter. In addition, the audience will read a sample blog, which is always a given opportunity for the class or group to reflect upon their experience. Sharks4Kids if an official 501-3 non-profit and has teamed up with fundraising companies; this session will inform audience members regarding how to purchase offered merchandise, such as Sharks4Kids clothing, headwear, drinkware, stickers, posters and more. To continue the work being done by Sharks4Kids, the session will close with the request of suggestions regarding areas of need and things to come. The audience will walk away with not only a better understanding of sharks, but a wealth of resources to aid in approaching the discussion of sharks with their class or group.

miranda@mote.org

Mommy and Me at Mote is one of Mote Marine Laboratory’s most popular education programs for families with children between the ages of 2 and 5 years old. Small fry and their favorite adults enjoy learning together about marine science through songs, stories, games, role plays, the use of science tools, and special interactions at Mote Aquarium exhibits. Ocean related topics are brand new each week and focus on the cutting edge research of Mote Marine Laboratory. Why teach marine science to children this young? We will discuss why it is not only important but beneficial to begin teaching science to preschoolers as they are natural scientists. This presentation will feature the goals and objectives, challenges and rewards that educators face when teaching young children. Teachers will gain fresh insight into informal preschool science education as we share our program design, lesson plans, and class outcomes. Mommy and Me not only applies skill-appropriate and subject-based science lessons to families in and outside the classroom but builds strong relationships between participants, Mote Marine Laboratory, and the community.

hamrater@msn.com (Yen)

This research intend to integrate the definition of marine educator; understand the type of marine education; and understand the background of marine educators. First, the researcher do the interature review and search the marine related institutions to build up a marine education framework, and then design the on-ine questionnaire to do to the worldwide survey. The purpose of this research expect to build up a comprehensive marine education definition. This is important for all the marine educators to integrate as a strong network to promote marine education in the world. Besides, the background of marine education can also understand the relationship between education/ training institution and the filed marine educators. That could be a very important information for a marine education to cultivate a qualified marine educators or plan a marine educator certification.

Understanding the vast, unknown aspects of the world’s ocean is vitally important to the development of an informed and engaged citizenry. Voice of the Sea profiles diverse ocean researchers and cultural experts, working both in the field and laboratory, striving to break down misconceptions by expanding the perception of how and by whom ocean research is conducted. Voice of the Sea aims to: a) expose a broad community of viewers to ocean research; b) increase awareness, knowledge, and interest in ocean and climate related issues; c) showcase underrepresented groups as ocean science role models, d) increase students’ interest in pursuing ocean related careers; and e) provide a venue for ocean researchers to share findings with the public.

Audience survey data shows increased content knowledge and interest across age groups (from middle school students to adults). The series won six national Telly Awards in 2014 and three in 2015. In addition, Voice of the Sea is being integrated into the freely-accessible, online curriculum, Exploring Our Fluid Earth (exploringourfluidearth.org). Educators can connect Voice of the Sea episodes with curriculum content and activities, which are aligned to the Ocean Literacy Principles and NGSS standards. We also hope to contribute not only to the publics’ increased understanding of ocean research but also to education researchers’ increased understanding of “how,” “to what extent,” and “under what circumstances” viewers successfully learn and are inspired through video. This knowledge will provide insight into preparing an ocean educated public and increasing students’ interest in ocean research careers across the Pacific and beyond.