National Geographic Educator Certification
While I've been very fortunate in taking an extended maternity leave with my son, I really miss the classroom! One source of enrichment for me this year has been volunteering at the Lucile Packard Children's Hospital School at Stanford. I love the engagement with students, whether helping them with coursework or playing educational games. Volunteer teaching there has also allowed me to complete a National Geographic Educator Certification course. It's been a powerful learning experience that I'm excited to share with you all.
National Geographic Educator Certification is a free professional development course open to any preK-12 educator committed to helping students investigate the world and positively impact it. In the three-month course, I refined my skills incorporating natural-human world interactions and multiple scales & perspectives into my instructional design. I've also been introduced to the National Geographic Learning Framework that's built around a set of Attitudes, Skills, and Knowledge embodied by their Explorers. I especially appreciated the sense of community in the online network of participants. The course culminated in using Nat Geo resources to teach two lessons and then producing a capstone video that highlights one of them. In my capstone lesson, students learned how monarch butterfly populations are being impacted by human activities.
Lesson Overview and Video
First, students read and discussed a National Geographic article about monarch butterfly population decline due to global climate change and habitat loss. Next, students summarized the article in narrative structure by constructing an And-But-Therefore (ABT) statement. Then, students learned more about effective persuasive letter writing with a resource from National Geographic Kids. Finally, after researching native host and nectar plants, students wrote letters to Stanford about growing more of these plants on campus to aid in monarch butterfly conservation.
I'm very proud of what students accomplished in this one lesson. At first, I was worried because the hospital school environment prohibits some of the practices previously central to my science teaching like outdoor field work and and long term investigations. Yet I discovered that I can utilize the National Geographic Learning Framework in any setting. In fact, constraints often just make educators like me more creative.
Lesson Plan and Other Resources
Here's the Motivate for Monarchs! lesson plan I developed, which is aligned to the Next Generation Science Standards and the Common Core State Standards in ELA/Literacy. In it, I've also included many ideas for extensions from planting a butterfly garden to participating in citizen science projects. In addition to the lesson plan, you'll find my Persuasive Letter Rubric and the Background Research Recording Sheet. You have all the resources you need to implement this lesson as soon as tomorrow!
All documents combined in one PDF can be easily downloaded by clicking here. Please contact me if you'd prefer editable documents, for I'm happy to have teachers customize or re-mix this lesson as needed.
Keep in mind, the framework of this lesson can be used for any conservation issue students are passionate about. Summarizing scientific text with ABT statements and writing persuasive letters are highly transferable skills that help improve science literacy. The lesson could also be a wonderful interdisciplinary project for science and language arts classes.
Through their Educator Certification program, National Geographic supports the growth of teachers who are inspiring the next generation of "explorers, conservationists, and changemakers." That's a mission you'll surely want to join. Also, teachers from the Certified Educator Community are eligible to apply for the National Geographic-Lindblad Expeditions Grosvenor Teacher Fellowship Program, an incredible professional development experience that includes an expedition in places like the Galapagos, Iceland, or Antarctica.
You might remember I was honored with a Grosvenor Teacher Fellowship in 2014 and voyaged in 'The Land of the Ice Bears'— Arctic Svalbard. This was before the Educator Certification process was developed. It's been amazing to continue my learning journey with National Geographic, and now I am (hopefully) soon-to-be Nat Geo Certified. If you're interested in registering for an upcoming cohort or want more information, click here and start exploring!
Departing for Coconut Island
What is it like to spend 24 hours on a private island in beautiful Kāneʻohe Bay conducting scientific field work? A group of my 7th grade students from Le Jardin Academy just found out. I had the privilege of bringing 15 students, all stoked on marine science, to the Hawai'i Institute of Oceanography (HIMB) on Moku o Loʻe (Coconut Island) for an overnight trip. Scientists from all over the world come to HIMB to access the marine environments and utilize their world-class laboratory facilities. Saturday afternoon, our group took the quick shuttle boat rides over to the island to begin our own marine science adventure.
Setting Up Camp
Our guide Leon from the HIMB Community Education Program welcomed us to the island and, after a safety briefing, everyone got to work pitching tents and organizing our gear. We had a long day (and night) of science ahead of us, so we had to get camp set up. We were all happy to be on the island and were impressed with the view from our campsite!
Touring the Hawai'i Institute of Marine Biology
Next, Leon gave our group a comprehensive tour of Coconut Island and the public areas of HIMB, sharing information not only about their current oceanographic research projects but also about the fascinating history of the 28-acre island. Students were impressed to learn how the island has evolved over time. Some of the island's uses include: an outpost for native Hawaiian fishermen; a lavish private estate complete with exotic zoo; and a world-renowned research institution operated by the University of Hawai'i.
You can read a detailed history of the island here.
Not surprisingly, some of the most popular destinations on the tour were the shark labs. In two different pens, we observed blacktip reef sharks and hammerhead sharks getting fed. We also visited a large enclosure and watched scalloped hammerhead sharks and sandbar sharks cruise below. Students learned about HIMB's current shark research projects involving shark-human interactions, spawning migrations and foraging strategies of top predators, and digestive physiology and navigational abilities of sharks. Students gained a new appreciation for our local sharks; in fact, Kāneʻohe Bay is an important breeding ground for the hammerheads.
You can read an overview of the research conducted at HIMB's labs here.
Setting Up Our Coral Larval Experiment
Next, we joined graduate student Raphael Ritson-Williams of HIMB's Gates Lab. In his graduate work, he is studying how corals respond to local and global stressors, including climate change, and he told students about the recent coral bleaching events in Kāneʻohe Bay. Raphael also explained his work in larval ecology, and he gave us the unique opportunity to participate in an actual coral larval experiment that was set-up in the lab's outdoor seawater system.
Getting in the Water...
Now it was time to get in the water and explore the bay! Raphael and I explained how scientists quantify habitat and biodiversity in different environments, including coral reefs, by conducting a transect survey. Students grabbed their transect lines and quadrats and used these real scientific tools to survey an area of coral reef next to the island.
Conducting a Night Plankton Lab
Once we got cleaned up, the sun began to set and it was time for dinner. We had to fuel up before our night plankton lab. We were not done science-ing yet!
We found that blue LED lights attracted more plankton than the red...Do you know why?
Rising and Shining
The sun rose and so did our group this Sunday morning. We only had four hours left on the island and we wanted to make the most of it. After packing up camp and eating breakfast, we were ready for action.
Counting Coral Larvae
We have babies! I am happy to report that many of the corals in the experiment released larvae overnight. Students worked together to count hundreds of coral babies and then shared these data with Raphael. We all appreciated observing the tiny planktonic coral larvae, a life stage of the animal not usually seen.
A big mahalo to the 15 7th graders on this marine science enrichment trip. I appreciated your enthusiasm and cooperation during our time together on Coconut Island. Your insightful questions, passion for field work, and clever humor made the trip a success! I hope this experience has inspired you to care for our ocean and possibly pursue a career in marine science.
And a big mahalo to each of the following people:
I am always on the lookout for science lessons that incorporate art in a novel way. Recently, I found a Science Friday lesson that encourages students to create original artwork that uses the line from an actual scientific graph. My seventh graders loved this activity! Each student selected and analyzed a graph related to an environmental issue they cared about. Many chose global climate change, while others focused on overfishing, endangered animals, deforestation, and others. Students were challenged to reflect on the causes or implications of their issue and to illustrate them in their artwork.
To accompany their illustrated graphs, each student wrote an Artist Statement describing the significance of the original graph and why they made their artistic choices. They also included a link and citation of the original graph.
The lesson, written by educator collaborator Ryan Becker, is available on Science Friday's website.
Below are some great examples of student work. Can you spot the line graphs?
This year, I left my middle school science classroom for an even more challenging and rewarding workplace— the United States Congress. Though I had to take a break from blogging while in my post, I am now able to share some reflections on my fellowship experience. So, why did move from Hawai'i to Washington, D.C. for the year? And what exactly did I get to do ?
It all began when I was one of 11 STEM educators honored with an Albert Einstein Distinguished Educator Fellowship by the Department of Energy. I was then selected for a Congressional placement and, after an interview process, was matched with the Office of Senator Al Franken (D-MN). As a comedian, writer, and politician, Al Franken has been a longtime hero of mine. It was incredible to work directly with Senator Franken to help improve the quality of education for students in Minnesota and across the nation.
And when it came time for Senator Franken to deliver remarks on the Every Student Succeeds Act, he arranged for me to get floor privileges so I could join him on the Senate floor. At various times before and after the bill’s passage, I led efforts to track Senator Franken’s provisions, including analyzing bill language and funding. After the passage of ESSA, I was engaged in its implementation—staffing the Senator at hearings, synthesizing Department of Education guidance into memos, and meeting with various education stakeholder groups and the new Secretary of Education himself.
While I was happy to lend my expertise on K-12 issues, I also appreciated the opportunity to expand my knowledge about higher education issues. I became more expert on Federal Perkins Loans and the Federal Pell grants very quickly, in response to Congressional action. This year, I was charged with helping to re-introduce three of Senator Franken’s college affordability bills. Two of the bills are smaller in scope: Understanding the True Cost of College Act, which would mandate that colleges use a standardized financial aid award letter and the Net Price Calculator Improvement Act, which would make Net Price Calculators (digital tools for calculating the “net price” of a particular college for individual students) more user-friendly and accessible on colleges’ websites. Another bill, the College Access Act, which was substantially rewritten, was a broad bill aimed at lowering tuition for students by incentivizing states to invest more in their public colleges.
As an Einstein Fellow, I attended monthly professional development events that took advantage of unique DC resources such as meetings with the White House Office of Science & Technology Policy and a behind-the-scenes tour of the Library of Congress. As part of my fellowship, I also received funding for attending professional travel, and I chose to attend SXSWedu in Austin, the National Science Teachers Association (NSTA) national conference in Nashville, the American Society for Engineering Education (ASEE) annual conference in New Orleans and a Google Apps for Education training in Boston. I appreciated the freedom to direct my own learning and be provided with so many amazing opportunities.
The Albert Einstein Distinguished Educator Fellowship Program gives expert practitioners a voice in national education policy, and I am now a very proud alumna. As a Congressional Fellow, I was afforded the opportunity to immerse myself in the life of a Hill staffer and make contributions to national K-12 and postsecondary education. My accomplished cohort of Fellows enriched my experience, and I want to acknowledge how much I learned from each of them. I am grateful for my family and friends for supporting me through this fellowship year. Most of all, I want to express appreciation for Senator Franken, his legislative team, and all his staff. I had an unforgettable year in Washington, DC, but I am excited to resume my teaching practice and get back into the classroom!
Blog Post Archive
My blog posts from NOAA's Teacher at Sea website are linked below. Each blog entry is filled with engaging photographs to help tell the story. Please read about my adventures at sea!
Teacher (soon to be) At Sea
In this introductory blog post, I describe the Teacher at Sea program and introduce my particular cruise, a walleye pollock acoustic-trawl survey in the Gulf of Alaska.
Welcome Aboard the Oscar Dyson
My first post after boarding the ship in Kodiak, Alaska. Read about our scientific mission, enjoy my interview with Lab Lead Emily Collins, and take a peek inside my stateroom.
Find out how scientists use acoustic data to study walleye pollock fish populations, read my interview with Survey Technician Allen Smith, and take a look inside the ship's galley.
Nets and the Wet Lab
Learn all about the different trawl nets employed in our survey and tour our ship's wet lab. Also, check out the gear we wear and read an interview with Lead Fisherman Kirk Perry.
Sorting the Catch
Read abut some of the fisheries data we collect in the wet lab, enjoy my interview with Chief Scientist Darin Jones, and check out our ship's lounge.
Icthysticks and Otoliths
Check out some of the novel technology we use in the wet lab, learn how fish ear bones can provide important data, and meet IT Specialist Rick Towler.
Lights, Camera, Ocean!
In this post, I describe how we are exploring the seafloor and its creatures with an underwater camera. Also, enjoy an interview with Ensign Benjamin Kaiser.
Back in Kodiak
Final thoughts on my voyage as Teacher at Sea aboard the Oscar Dyson with scientists from the Alaska Fisheries Science Center's Midwater Assessment & Conservation Engineering (MACE).
Star of the Sea Bio Blitz-ers: Ready for Adventure
Earlier this year, I had selected 20 seventh and eighth grade students to attend the 2015 Bio Blitz at Hawai'i Volcanoes National Park May 14th-16th and spend two nights at the park's Kilauea Military Camp. As I planned our field trip, I kept getting asked by just about everyone: What is the Bio Blitz? Well, if you break it down, bio means life and blitz implies it happens fast. Now that we have returned from our Bio Blitz adventure, I realize this name is most appropriate; we were indeed immersed in a fascinating array of life forms and our trip went by incredibly fast.
So, officially, the Bio-Blitz is a 24-hour citizen science event, co-sponsored by the National Park Service and National Geographic, where teams of scientists, students, teachers, rangers, and community members collaborate to conduct a biological survey of a national park. That is, everyone works hard to find and identify as many of the animals, plants, fungi, and other organisms as possible. During the Bio Blitz, species unknown to the park are often discovered. This year's Bio Blitz, held at Hawai'i Volcanoes National Park, is the ninth of a series of ten annual Bio Blitzes that lead up to the National Park Service's 100th anniversary next year.
As we gathered in the Honolulu airport Thursday morning, there was no doubt the Star of the Sea Bio Blitz-ers we were ready for adventure!
Exploring the Lavascape
Our mission for the Bio Blitz was a biological inventory, but as soon as we entered the Hawai'i Volcanoes National Park, we could not ignore the amazing geology. Located on the youngest of the Hawaiian islands, Big Island, the park is named for its active volcanoes. Right away, you are aware of the primal forces of volcanism that can devastate lush rainforest with lava flows; this natural catastrophe, however, is followed by new life. A dynamic cycle of destruction and renewal is evident here. As we drove down the park's Chain of Craters Road, excitement was building and students were stoked to get out and explore the lavascape.
Honoring a Sacred Place
One of the objectives for the Bio Blitz was to develop a sense of place and appreciation for biodiversity through field study in the local environment. Fortunately, the organizers of this year's Bio Blitz recognized the intimate connection between native Hawaiians and the natural world and made efforts to integrate indigenous knowledge and cultural protocol. In fact, the Bio Blitz alakai'i (cultural practitioners) led the students in komo (entrance) and mahalo (gratitude) 'oli (chants) to begin and end each student inventory. Click here for a copy of both chants in Hawaiian (with English translation).
To help our Star of the Sea group prepare for visiting the sacred places of Hawai'i Volcanoes National Park, I had invited local kumu Toni Bissen, executive director of the Pūʻā Foundation, to provide students with relevant cultural knowledge. Through interactive lessons during an all-day retreat, we investigated the land divisions, ahupua'a, on Big Island, as compared to O'ahu. Kumu Bissen also helped us practice our 'oli and plan our ho'okupu (gift) to Pele. Another fantastic resource has been Hawai’i Volcanoes National Park Cultural Anthropologist Keola Awong. She shares her perspective on Bio Blitz in an interview with National Geographic: "Traditional Knowledge Helps Us Understand Nature in Every Sense."
The komo 'oli, composed by Kepā Maly and performed by Keola Awong:
Look out invasive ginger, here we come!
Himalayan ginger was brought to Hawai'i as an ornamental plant due to its beautiful and fragrant flowers. In fact, it is also called kāhili ginger for the flowers resemblance to a kāhili , a feather staff Hawaiians displayed in the presence of royalty. Unfortunately, this ginger has escaped local gardens and become one of the most invasive plants in Hawai'i Volcanoes National Park, growing rapidly and completely replacing the native rainforest understory. Due to its propensity to choke out native Hawaiian plants, the International Union for the Conservation of Nature includes Himalayan ginger on the "100 of the World's Worst Invasive Alien Species" list.
So, before our Bio Blitz experience officially began, I decided we were going to spend a few hours serving the park by removing this invasive ginger. Volunteers Paul and Jane Field provided our Star of the Sea crew all the knowledge and tools needed for the task. After donning gloves, students grabbed their loppers (cutting tools) and got to work. Students slashed their way through a large marked area, cutting huge gingers to about knee-high and stacking the lopped stems in clear areas. The Fields will return to the area later and apply a low-concentration herbicide to the exposed stems, which will kill the gingers and not affect the native plants.
Students Bio-Blitz the Rainforest!
On Friday morning, the official Bio Blitz Student Inventories began. These inventories, held simultaneously at five different rainforest sites in the park, were conducted by over 800 students from many different Big Island schools. Star of the Sea School, however, was the only participating school from another island. Students engaged in three different rotations: plants, birds, and arthropods. During each rotation, students learned about how scientists identify and classify members of those groups. Students used the iNaturalist app on their mobile devices to photograph, identify, and map species they found, adding the observations to the official Bio Blitz inventory.
At the plant rotation, students were most impressed to see the hapu'u, giant tree ferns endemic to Hawai'i. The fern's massive fiddleheads were covered with a silky fluff called pulu that protects the young fronds; native Hawaiians used pulu as an absorbent dressing for wounds. The students learned about how scientists set up transects and quadrats to measure plant diversity of an area. In the arthropod rotation, students got to find and classify tiny insects such as mites, crickets, and beetles. A large white 'beating sheet' was placed beneath a tree branch, and when the branch was beaten with a stick, arthropods fell out onto the sheet. To get tiny insects into smaller vials, students used a collection tool called an aspirator. Though you provide the suction on an attached tube to move the insect, a screen prevents you from sucking it into your mouth!
Don't Worry, Be Happy (Face Spiders!)
Our helpful Bio Blitz liaison, park volunteer Arthur Wierzchos, instructed us how to look for the rare spiders by carefully peering under the leaves of Kolea and Kawa'u trees. Arthur assured me that the spiders were in this area of rainforest, but he stressed that they can be quite hard to find. Within our first 30 minutes, Arthur spotted a female spider with eggs and we all got to see it! In the few hours, we found four more adult spiders, including three females and one male. Melia and Kayla found one female guarding about fifty baby spiders!
The Bio Cube: Not So Square
One of the student groups had the opportunity to participate in a Bio Cube project with acclaimed naturalist photographer David Liittschwager, who often works with National Geographic and Smithsonian. Our aim was to set up David's green metal frame, one cubic foot in area, in a diverse habitat and carefully identify and document all the life within it. It's a Bio Blitz on a small scale. In Smithsonian Magazine's The Insane Amount of Biodiversity in One Cubic Foot, David describes his One Cubic Foot book and mission. He makes a case for why these small spots, and small creatures, matter. While in the field with students, David took the time to give students technical tips on how to best photograph the plants and animals. We had a lot of fun scoping out a spot to put the Bio Cube, and we finally placed it in a gully dripping with mosses, liverworts, ferns, and other plants.
There's Fungus Among-us
Another student group started their afternoon by hiking the Kilauea Ike trail through lush rainforest all the way down to the solidified but still-steaming crater floor. Students followed the lightly etched trail across the lava field and saw steam vents, cinder cones, and spatter cones. Hard to believe that this field formed in 1959, when Kilauea Ike's Pu‘u Pua‘i cinder cone erupted and sent lava fountains almost 2,000 feet in the air! Students were stoked to explore this volcanic landscape together.
All specimens that were collected will be accessioned in the University of Hawaii's Rock herbarium; if fungi cannot be identified using macroscopic or microscopic features, then DNA sequencing will be utilized to help with the identification. Some of the inventory's samples have been found in the park before, while others are likely new records. Way to go, fungus finders!
Celebrating Biodiversity & Hawaiian Culture!
As a way to further marry science and culture, the park hosted the Volcanoes Biodiversity and Cultural Festival during the Bio Blitz. The festival featured a variety of exhibits, demonstrations, and hula and musical performances. Before we departed from the park on Saturday, students were excited to spent some time at the festival's many educational booths and try their hands at some traditional Hawaiian crafts. As we set out on this sunny day, the wide, shield-shaped dome of the park's other active volcano, Mauna Loa, was visible. In fact, Mauna Loa is the world's largest active volcano, with an elevation of 13,680 feet and encompassing 10,000 cubic miles. On our walk, we also saw some more of the park's unique features.
The Bio Blitz was a huge success and at the Closing Ceremonies we learned that over 1500 observations were uploaded into iNaturalist. And over 400 different species were formally identified by scientists, students, and community members in 24 hours! Read more about the official inventory results here. It was also announced that the 2016 Bio Blitz will be held in Washington. DC, with associated events held in national parks nationwide.
I would like to extend a big MAHALO to...
In closing, the mahalo 'oli, composed by Kepā Maly and performed by Keola Awong:
The (Cold and) Windy City
Chicago's famous football team, the Bears, was not named for the polar variety, but I came to this city to share about my Arctic expedition— a story of polar bears and sea ice! I was selected to deliver a workshop at the National Science Teachers Association (NSTA) conference along with two other Grosvenor Teacher Fellows, Mrs. Bugg from North Carolina and Mr. Szymanski from right here in Chicago. We wanted to let teachers know about this amazing National Geographic/Lindblad Expeditions fellowship that brings teachers on voyages of discovery all over the world.
In Dr. Shubin's talk, and Your Inner Fish, he also tells the story of his research team's 2004 discovery in the Canadian Arctic of Tiktaalik roseae, a 375 million year old fossil fish that has both fish and amphibian traits. Thus, Tiktaalik is an important transitional fossil between fish and tetrapods (creatures walking on land). In delivering his address, Dr. Shubin emphasized that science is a collaborative endeavor; that is, scientists work together to conduct investigations and solve problems. Though now based at the University of Chicago, Dr. Shubin had also served as Provost of Chicago's Field Museum of Natural History. I planned to visit this museum before I left Chicago.
This morning, about 30 teachers attended our session, and they were a very enthusiastic audience! Our talk was entitled "Exploring Global Regions and Resources with National Geographic." Mrs. Bugg, Mr. Szymanski, and I had all taken different voyages aboard the National Geographic Explorer through our fellowship: Mrs. Bugg journeyed through the Canadian Maritimes, Mr. Syzmanski got to explore Antarctica, and I, of course, was cruising through Arctic Svalbard.
Our talk introduced the Grosvenor Teacher Fellowship and described our particular voyages using expedition photos. We emphasized the importance of imparting geo-literacy to students; that is, an awareness of global interactions, interconnections, and implications. So, we tried to describe how our adventures enriched our own geo-literacy of the regions we explored and how it impacted our teaching. Expeditionary learning can be incredibly powerful!
Soon I would be actually traveling back to Hawai'i. I have learned a lot, but I am anxious to get back home to the warm weather and my wonderful Star of the Sea 'ohana. Aloha Chicago!
Encouraging all STEM Learners
Early this fall, I was contacted by one of the organizers of the Science Symposium for Girls here in Honolulu. She had seen me on the local news talking about my Arctic expedition as a Grosvenor Teacher Fellow, and she asked if I would be willing to present about the Arctic at this year's symposium. I could not pass up the opportunity to work with 5th-8th grade girls from island schools in the 2015 Science Symposium for Girls. The symposium, now in its 21st year, is presented by Sacred Hearts Academy in partnership with Bank of Hawaii Foundation.
Females are often discouraged from STEM (Science, Technology, Engineering, and Math) subjects in school and are still underrepresented in potentially lucrative STEM careers. But why? While inherent gender differences have been ruled out by science, multiple environmental and social barriers influence the complex issue of female participation and achievement in STEM subjects. According to current research, these factors include persistent gender-bias about traditional male and female fields, a fixed mindset rather than a growth mindset for intelligence, lack of spatial skills training for girls, and a lack of confidence and feeling of isolation for girls in STEM subjects.
My Symposium Workshop
I believe events like the symposium can not only boost girls' confidence in STEM but also help them develop relevant skills. Moreover, girls interested in STEM gain a sense of community through collaborative work. If we are going to increase our nation’s STEM participation and achievement, we need to support all learners! Therefore, I was honored to be invited to participate in today's symposium. As a featured presenter, I delivered a workshop to two different groups of 20 girls.
For my workshops, I decided to focus on sharing about my Arctic expedition with a Prezi for the first half of the session and use to second half for an ice inquiry investigation. First, I introduced how I was able to travel to the Arctic through a teacher fellowship through National Geographic and Lindblad Expeditions. Next, I defined the Arctic region and pointed out some facts about Svalbard, the land of the Ice Bears. I shared the Arctic scenery and wildlife through my expedition photos.
In my talk, I told the story of how the polar bear depends on sea ice for survival. These top predators rely on the sea ice in order to hunt seals. However, I explained to the girls that like the polar bear, our planet also depends on sea ice. One reason we need sea ice is critical habitat for Arctic wildlife, from crustaceans to seabirds to walrus to the iconic polar bear. Also, our ice-covered polar regions reflect much of the incoming solar radiation, regulating global climate. In addition, sea ice plays an important role in the ocean conveyor belt, the global transport of seawater.
Next came the hands-on part of the session! The ice inquiry allowed the girls to practice making predictions and then collecting data while investigating if an ice cube (dyed with blue food coloring so water is easier to observe) melts faster in fresh or salt water. We then discussed how temperature and salinity each affect density and related the concepts to the ocean conveyor belt. The girls in each session asked a lot of thoughtful questions about the Arctic and were really engaged in the lab portion as well. It was an awesome day of learning!
Mahalo to Mr. Raphael and Miss Anuschka for helping us see the "invisible" world of plankton!
Our Outdoor Classroom
Today, middle school students once again enjoyed a day in the best kind of classroom: nature! We spent the day at Sandy Beach Park in Hawai'i Kai, where students investigated the impacts of climate change in our local environment. This field study was the makai (coastal) component of our From Mauka to Makai: Understanding Climate Change Impacts in the Ahupua’a program, a partnership with the Hawai'i Nature Center. Today's outdoor science learning included a lesson on marine debris and an opportunity to help clean up the beach. Students also explored the tide pools, assessing environmental conditions and biodiversity. I think everyone's favorite part was searching for creatures in the intertidal zone.
Marine Debris and Garbology
Human debris, or garbage, from both land and sea collects in the ocean and ends up on our beaches. Unfortunately, about 90% of marine debris is plastic, which is not biodegradable. This plastic trash, ranging from micro to massive, has far reaching impacts and is very dangerous for birds, turtles, and marine mammals. We can all make a difference by using less and properly disposing or recycling unwanted items. Another great way to help out is by participating in local beach clean-ups. On our island, almost every weekend there is a beach clean-up where you can volunteer with your family.
Tide Pool Study
When I was a little girl on the New Hampshire coast, my favorite activity was to explore the tide pools, scrambling along the rocky intertidal zone from pool to pool. I would lift up big piles of seaweed and scan for scurrying crabs and clinging sea stars. I would wade in the deeper pools. And I would always remember what my father taught me: you can pick up a rock to look underneath but always put it back just as it was— something makes a home there. Tide pool exploration was an important training ground for a curiosity about the natural world and a career in science education. Thus, it is always a pleasure to share this particular outdoor classroom with students.
In October's mauka study, we talked about how conditions in the uplands affect the marine environment below. From the mountains to the sea, our watershed is interconnected and interdependent. Pollution and sediment are often carried by streams and channels to the estuaries and eventually the ocean. The estuary, where the fresh and salt water meet, is a critical nursery, as well as important habitat for organisms like the Hawaiian 'o'opu whose life cycle includes both stream and ocean environments.
Here at Sandy Beach Park, students conducted a field study similar to that of the stream study, this time in coastal tide pools. Students made predictions and then assessed tide pools in different intertidal zones: upper, middle, and lower. In each of the tide pools studied, student measured and recorded pH, dissolved oxygen, temperature, and other environmental data. Students also searched for creatures in the tide pools to quantify the biodiversity.
The more time we spend in nature, the more we appreciate its beauty, resources, and diverse array of living things. We have to make our home while allowing other creatures to keep their homes. If we come to love nature, we will fight to protect it. So get out there and explore your world!
This blog contains occasional dispatches from my science classroom and professional learning experiences. Thank you for reading!