Ocean Science Sequence (OSS) Curriculum Translation Project

Lawrence Hall of Science, UC Berkeley

Ocean Science Sequence Translation Projects Proposals

1. Background:

1966 NOAA established the first Sea Grant project and confirms the goal of marine research, marine service, and marine education. After over 50 years of work from marine scientist and marine educator’s cooperation, marine science education has a very strong foundation. In 2004, COSEE (Consortium for Ocean Science Exploration and Engagement) put ocean literacy as the priority of the annual strategy and cooperated with National Geographic Society, NOAA, NMEA, and College of Exploration to established Ocean Literacy concept. In 2005 July, the first version of ocean literacy published. The seven principles are aligning to National Science Education Standards, NSES. In 2006, ocean literacy workshop in Lawrence Hall of Science created a 14 ocean literacy framework. 2006-2008, in Lawrence Hall of Science and Maryland marine education conference, created the other 28 ocean literacy concept frameworks. In 2007 July, the first version of ocean literacy announced in New York NMEA conference, and the version includes K-5 ocean literacy concepts and frameworks. 2008 July, the 6-12 ocean literacy concepts and frameworks are announced. In 2008, scientists and educators in Lawrence Hall of Science reviewed the ocean literacy and published the second version of ocean literacy framework. 2009 published the third version of ocean literacy with two stages review (first step reviewed from scientists and second step reviewed from educators). In 2009 announced the fourth version of ocean literacy, and published the commonly used handbook: Ocean Literacy Scope and Sequence for Grade K-12 in 2010. The handbook of ocean literacy now is the most important book for marine education.   

In 2012, the United Nations sustainable development conference in Rio（Rio+20） decided “Future We Want.” The fifth “Framework for action and follow-up” and project “Oceans and seas” proposed 25 marine topics as the main goal in the future. 2017 June, the Ocean Conference in United Nations headquarter, New York, focused on “SDG14: Conserve and sustainably use the oceans, seas and marine resources for sustainable development”. That confirms the international cooperation to marine education from ocean literacy.

Although ocean literacy has a comprehensive framework and more and more institutions developed many marine education lesson plans, the marine educations are still unstructured. The Ocean Science Sequence is a comprehensive lesson plan that based on ocean literacy framework. This project would like to use the curriculum to build up an international platform of marine education and promote the influence of ocean literacy concepts.

 

2. Purpose of the project

1. Translate the OSS curriculum into local languages (Traditional Chinese, Simple Chinese, Korean, Japanese…et al) to extend the ocean literacy influence. 
2. Extend the influence of ocean literacy to Asian students.
3. Organize the OSS teacher community to sustainable promote ocean literacy
4. Organize the OSS teacher professional development to build up an international OSS marine education team.
5. Organize the trip to join the OSS international workshop at UC Berkeley from the teachers’ community.       

3. Cooperation institutions

AMEA (Asia Marine Educators Association) Established in 2015, AMEA aims to promote marine education and ocean literacy among Asian citizens and advocates to produce and disseminate marine education resources throughout Asia. There are currently 104 members of AMEA, representing 15 countries. There are six institutions interested in the OSS translation project. Korea and Taiwan institution had to get the permission of their funding institutions. 

Table 1 the cooperated institutions and coordinators

No	Country	Coordinator	Affiliation	Contract institution	Situation
1	Korea	Chun Hee Shin	President, Korea research council of Maritime Education	Korea research council of maritime education	Ready to start OSS 3-5
2	Taiwan	Dr. Lishu Chen	Director of Science Education Department, National Museum of Marine Science and Technology	National Museum of Marine Science and Technology	Waiting for the funding
3	China	Mo Chen	Researcher, Marine Research Center of Guangxi Academy of Science	Guangxi Academy of Sciences	Waiting for the funding
4	Philippine	Dr. Angelica Baylon	Director for External Relations, Maritime Academy of Asia and the Pacific.	Maritime Academy of Asia and Pacific	Waiting for the funding
5	Bangladesh	Dr. Mohammad Uddin	Associate Professor, Department of Oceanography, University of Chittagong.	Blue Green Foundation	Waiting for the funding

The project coordination association-AMEA

Asia Marine Educators Association (AMEA) established in 2015. To promote marine education and to prepare Asia citizens as ocean literate, an association of marine educators working in Asia countries is going to be formed. The idea of an association for Asia marine educators was the result of discussions among the participants of 2015 conference of national Marine Educators Association (NMEA) in the U.S. Participants from Asia Countries greed that we need to organize a marine educators group to produce and disseminate marine education resources throughout Asia. Because it is so multi-cultural, Asia needs special resources tailored to its particular characteristics. Sharing resources will provide an opportunity for marine educators to connect their network.

 

 

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click the following link to buy the OSS teaching kits 

GEMS: Ocean Science Sequence for Grades 3-5

GEMS: Ocean Science Sequence for Grades 6-8

 

Ocean Sciences Sequence 3-5 Resources

 

Unit 3: How Are Humans and the Ocean Interconnected?

 

3.1 Interconnections Between Humans and the Ocean Students complete a First Ideas writing activity, then the class discusses humans’ connections to the ocean. Next, each group of students examines a set of photographs illustrating some specific connections between people and the ocean.

 

3.2 Evidence of Connections Students research, and the class records, connections among various human activities and various ocean organisms.

 

3.3 Investigating Overfishing Students learn about the effect of overfishing on populations of ocean organisms. They also learn how scientists sample ocean organisms to gauge populations. Students analyze data from this kind of a sampling to investigate changes in fish populations. Students also read about efforts to protect striped bass from overfishing.

 

3.4 Investigating Pollution Students learn about different kinds of pollution that affect the ocean by examining an illustration showing polluting activities, investigating how rivers can carry pollution from inland to the ocean, and using a model of four kinds of pollution. Each student then researches one of these kinds of pollution.

 

3.5 Exploring Solutions Each group of students chooses one problem related to humans and the ocean and brainstorms possible solutions to that problem. The class discusses the possible solutions, considering likely benefits and drawbacks of each.

 

3.6 Communicating Problems and Solutions Students make posters telling about one way that humans harm the ocean and a solution to the problem. Students write a Revised Ideas paragraph showing what they have learned in the unit.

 

Ocean Sciences Sequence 6-8 Resources

 

 

Unit 1: How Do the Ocean and Atmosphere Interact? 12 sessions (45 minutes/session)

Students learn ways Earth’s ocean and atmosphere interact to form currents, distribute heat energy, and keep the water cycle in motion, and they learn how these interactions drive weather and climate. Physical investigations, computer molecular models, and climate data help students discover that water acts as a heat reservoir and expands when heated. Students solve a mystery of floating and sinking balloons to learn about density. They investigate model ocean currents in tanks holding water of different temperatures and salinities. With what they have learned about density differences and ocean currents, students make sense of air currents (wind). A mystery of a recurring weather pattern helps students review their learning so far, and connect it to the water cycle. Then students use another physical model to explore how wind causes surface ocean currents. They read an article about El Niño that emphasizes the complexity of the ocean-atmosphere system. Throughout the unit, students learn about the practices of science, with a focus on scientific explanations and the role of evidence.

Science content goals

• The Ocean as a Heat Reservoir

• Density and Movement of Ocean and Air Currents • Water Cycle

 

Unit 2: How Does Carbon Flow through the Ocean, Land, and Atmosphere? 9 sessions (45 minutes/session)

Students learn that carbon flows among reservoirs on Earth through processes such as respiration, photosynthesis, combustion, and decomposition, and that combustion of fossil fuels is causing an imbalance in this carbon cycle. Students explore a set of Carbon Cards to discover that carbon is found in all living things and many other parts of the Earth system. They conduct an experiment with yeast and learn that organisms consume carbon, and then release it as CO2. They read and analyze evidence about photosynthesis and observe a video animation showing plants’ absorption of CO2 at different times of the year. They read and discuss short articles to discover what can happen to the carbon in an organism after it dies. Students explore a computer model and manipulate a desktop model of the carbon cycle. They use math to investigate the industry’s impact on the carbon cycle, and they read about ocean acidification. Throughout the unit, students learn about the practices of science, with a focus on scientific explanations and the role of evidence.

Science content goals

• Carbon Cycle

 

Unit 3: What Are the Causes and Effects of Climate Change? 12 sessions (45 minutes/session)

Students learn about the causes of climate change and the effects on sea level, currents, and organisms, and then they investigate possible solutions. Through information cards, graphs, and readings, students learn about changes to the atmosphere and ocean over the course of Earth's history. They discover how carbon dioxide affects temperature, using computer simulation and graphs. They explore evidence of the effects of climate change from photographs, short readings, and a physical model. Through a video, a desktop model, a computer simulation, and a reading, students explore how climate change affects currents. They read about effects on organisms and about possible solutions. At various points in the unit, they create cause and effect chains to synthesize their learning. Students learn that climate change occurring now is caused by CO2 added to the atmosphere by human industry. Throughout the unit, students learn about the practices of science, with a focus on scientific explanations and the role of evidence.

Science content goals

• Climate Change

 

Unit 1: How Do the Ocean and Atmosphere Interact?

 

1.1 Heat Energy and Moving Molecules Students write their first ideas about how water moves on Earth. They make observations and discuss their ideas about a demonstration of heated water in a bottle and a computer simulation of moving water molecules. They learn about thermal expansion, an important concept in understanding water density and currents.

 

1.2 Water vs. Air Students record, compare and discuss what happens when heat energy is added to water and air bottles, then see a computer simulation showing a molecular model of the phenomenon. They discover that water is a heat reservoir.

 

1.3 The Ocean as a Heat Reservoir A dramatic demonstration and reading are used to review the concept that water is a heat reservoir. Students then apply what they have learned to solve a mystery about temperatures in two locations.

 

1.4 Temperatures around the World Small groups of students engage in lively discussions to solve three mysteries having to do with temperatures in different places on Earth.

 

1.5 Mystery of the Floating Balloons Groups of students tests three balloons, each filled with water of a different temperature and salinity, as they try to discover what might have been inside the teacher’s mystery balloons. The concept of density is introduced.

 

1.6 Balloon Simulations Students relate the results from the balloon investigations to ideas about density and molecules. Groups of students design more balloon investigations and test them as a class, using a computer simulation.

 

1.7 Investigating Currents Groups of students investigate different currents at nine stations set up around the room. At each station, they observe and record how different temperatures and salinities of colored water move in a tank. 1.8 Making Sense of Ocean Currents “Expert pairs” each explain the results of one investigation of currents, using what they learned about the relative densities of warm, cold, and salty water. Two short videos introduce convection currents in the ocean.

 

1.9 Moving Air Students write a paragraph and complete a diagram about how water moves on Earth. They then apply their knowledge of density to air movement. Students solve a mystery about the direction of winds at the coast.

 

1.10 The Puzzling Case of the Daily Rains Students discuss a weather pattern in Costa Rica and discover connections between the ocean and atmosphere. They observe a “cloud-in-a-jar” and write about evaporation and condensation in terms of water molecules and heat energy.

 

1.11 Global Winds and Ocean Surface Currents Tanks of water and straws model the ocean and wind-driven currents, helping students understand how winds set ocean surface currents in motion. They also consider ways currents are directed by other influences, such as continents. Students then use maps of ocean currents to solve nautical challenges.

 

1.12 Ocean Currents, Global Winds, and El Niño Students read about a change in the Pacific trade winds and ocean currents that results in large global effects. They write a paragraph and complete a diagram about how water moves on Earth.

 

Unit 2: How Does Carbon Flow through the Ocean, Land, and Atmosphere?

 

2.1 Finding Out about Carbon Students write their first ideas, telling what they know about carbon. Students then read, discuss, and sort Carbon Cards and watch a short animated video. Students learn where on Earth carbon is found and what a carbon reservoir is. 2.2 Tracking Carbon through Respiration Students feed yeast samples and use an acid indicator to answer the question, “what does eating have to do with producing carbon dioxide?” Students learn that many organisms consume solid carbon in food and release carbon dioxide gas. They begin work on a Carbon Cycle Diagram that they will add to throughout the unit.

 

2.3 Tracking Carbon through Photosynthesis, Part 1 The class examines photographs of an investigation with a plant in a jar with water and an acid indicator and it is established that plants take in CO2 during photosynthesis. Groups then read and discuss evidence cards to answer the question, “where do most of the matter in a plant come from?”

 

2.4 Tracking Carbon through Photosynthesis, Part 2 Students explore some of the ways carbon flows between animals, plants, and the atmosphere. They add to their Carbon Cycle Diagrams and write descriptions of some ways carbon flows between reservoirs. An animated video and interpreting a graph help students to discover that CO2 levels fluctuate seasonally through the year because plants absorb much more CO2 when they are growing.

 

2.5 Investigating Carbon in the Ocean Students learn that organisms in the ocean use carbon dioxide for photosynthesis and for building shells, and students discuss how that carbon gets into the ocean. Students conduct two investigations to discover that water absorbs CO2 from the air above it.

 

2.6 Detecting Decaying and Buried Bodies Each student reads one of four short articles to gather evidence about the question, What happens to the carbon in organisms after they die? They share in groups of four and learn that organisms can decompose, or they can get buried in places without oxygen and over millions of years, convert into fossil fuels or limestone. Students then make flow chart “chains” with Carbon Cards to discuss and show their understanding of carbon flow.

 

2.7 Investigating Combustion and the Carbon Cycle Students use a set of Flow cards to discover natural ways carbon can leave limestone and fossil fuel reservoirs. The teacher burns a candle to demonstrate how burning fossil fuels can move carbon from this reservoir to the atmosphere. The class then explores a computer model and a desktop model of the carbon cycle.

 

2.8 Crunching the Numbers for the Carbon Cycle A computer model is used to introduce measurements of flows and reservoirs of carbon. Students use Carbon Cycle Cards with these measurements to create tabletop diagrams of the carbon cycle. Students compute totals for various types of flows and conclude that flows from human industry are causing an imbalance in the carbon cycle.

 

2.9 Connecting Changes in Carbon Flow and the Ocean Students read and discuss an article, and discover that as carbon dioxide increases in the atmosphere, it is also increasing in the ocean, which is changing the chemistry of the ocean water and affecting ocean organisms. Students write their revised ideas, wrapping up what they have learned in the unit.

 

Unit 3: What Are the Causes and Effects of Climate Change?

 

3.1 Introducing Earth’s History Students write their initial ideas about climate change. Using cards, groups create a timeline of major changes in Earth’s atmosphere throughout history, gaining a sense of deep time and rate of change for those events.

 

3.2 Tracking Earth’s CO2 through Time Students learn about interpreting graphs and how scientists collect data about atmospheric CO2 levels throughout Earth’s history. They analyze millions of years of Earth’s atmospheric CO2 data and learn that the rate of change since 1960 is much faster than any other known time in Earth’s history.

 

3.3 What Does CO2 Have to Do with Temperature? Through the use of computer simulation and interpretation of graphs, students learn about the Greenhouse Effect. They learn that as atmospheric CO2 levels rise on Earth, so does Earth’s temperature.

 

3.4 Reflecting on Carbon and Climate Change Through writing and discussion, students reflect on the connections between atmospheric CO2 and global temperatures. They explore the difference between weather and climate and the definition of climate change.

 

3.5 Investigating Climate Change: Evidence Stations Students investigate evidence about three effects of climate change—rising sea level and shrinking glaciers and sea ice, using a Model Glacier as well as maps, graphs, and photographs at learning stations around the room.

 

3.6 Demonstrating Cause and Effect Students debrief the stations from Session 3.5. Groups use Cause and Effect cards to create flow charts showing a chain of causes and effects, which help them make causal connections between events related to climate change.

 

3.7 Investigating Climate Change: Ocean Currents Students review how climate change not only affects ocean temperatures but also how salty the ocean is in certain areas. Through video observation, a desktop model and computer simulation, students learn about present-day global ocean circulation as well as how circulation may change with a warming climate.

 

3.8 Connecting Climate and Ocean Currents Students read and discuss an article reinforcing the idea that climate affects currents, which also explains how the converse is true: changes in currents can affect climate.

 

3.9 Investigating Climate Change: Organisms First, students brainstorm the effects of climate change on organisms, then they choose one of seven articles to read, discuss, and share with the class. They learn that climate change affects organisms all over the planet.

 

3.10 Solutions to Climate Change, Part 1 After a review of the causes and effects of climate change, groups of students are challenged to brainstorm some ideas for slowing or stopping climate change, and lessening or reversing its effects.

 

3.11 Solutions to Climate Change, Part 2 Pairs of students choose several solutions from Climate Change Solution sheets to read and discuss. Students share solutions with each other, explaining how each solution addresses the causes or effects of climate change and reflect on whether they themselves might take some of these actions.

 

3.12 Thinking Critically about Climate Change Each pair of students creates a cause and effect flow chart predicting the effects of one possible solution to climate change. The class discusses a few of the flow charts, then each student writes their Revised Ideas, Part 2, summarizing what they have learned about the causes and effects of climate change.