Roll On, Thou Deep And Dark Blue Ocean Roll

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Roll On, Thou Deep AndDark Blue Ocean -
Roll!

• Ten thousand fleets sweep over thee in vain
• Man marks the earth with ruin - his control
• Stops with the shore

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Upon the watery plain

• The wrecks are all thy deed, nor doth remain
• A shadow of mans ravage, save his own,
• When for a moment, like a drop of rain,
• He sinks into the depths with bubbling groan,

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Without a grave,

• Unknelled,
• Uncoffined and
• Unknown.

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Roll On, Thou Deep And Dark Blue Ocean - Roll!

• Some Reflections on Ocean Literacy
• (As A Subset of Science Literacy)

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• Mmmmm! Rhesus Pieces!

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• Front and side mug shots of a worm.

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• MANTIS BAR GRILL LADIES NIGHT

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• A Comic Strip
• Approach
• To
• Science Literacy

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• Mrs. Gaffney Is A Cartilage Brain

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• The Heartbreak of Remoras!

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• When they finally came to, Hal and Ruby groggily
  returned to their yard work - unknowingly wearing
  the radio collars and ear tags of alien
  biologists.

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• And see this ring right here, Jimmy? Thats
  another time when this old fellow miraculously
  survived some big forest fire.

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• I beg your pardon, but youre not planning just
  to throw that fly away, are you?

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• How the human egg is deceived!

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• An instant later, both Professor Waxman and his
  time machine are obliterated, leaving the
  cold-blooded/warm-blooded dinosaur debate still
  unresolved.

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• And down they went Bob and Francine - two
• more victims of the LaBrea Carpets!

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• Actually, Leroy is in favor of global
• warming.

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• Say look what THEYRE doing!

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The Last Thing A Fly Sees!
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An Over-Stuffed and Under-Nourished Curriculum
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U.S. Science Education

• A Mile Wide
• And
• An Inch Thick!

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It is often a mind-numbing experience

• In a first-year foreign language course,
  students learn 1,200 words.
• In a first-year biology course, students learn
  2400 words.
• That comes out to 13 words/day!

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• Science Textbooks
• Are among our most beautifully
• Illustrated
• Dictionaries.
• 
  Hurd, 91

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Too often students learn that laboratories are
places

• that smell bad,
• where you cut up frogs,
• fudge figures, and
• where Magic Shows sometimes happen.

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The scientifically literate person is one

• who is aware that science, mathematics, and
  technology are interdependent human enterprises
  with strengths and limitations,
• understands key concepts and principles of
  science,
• is familiar with the natural world and recognizes
  both its diversity and unity, and
• uses scientific knowledge and scientific ways of
  thinking for individual and social purposes.
  (AAAS. SFAA, 1989, p.4.)

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Strive to make Science Literacy a central goal
of education.

• 2. Use National Standards to develop
  inquiry-oriented curricula that will help
  students achieve this goal.

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CT General StatutesSection 10-16B

• Requires CSDE to create curriculum materials to
  assist local BOEs.
• CTs Framework is not a mandate, but are intended
  to provide guidance
• They are designed to provide a framework for
  thinking about the knowledge, skills, and
  understanding students should have
• Local districts are responsible for developing
  curricula that define what students learn and
  teachers teach at specific grade levels.

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CSCF Three Main Roles

• To articulate the core science ideas, knowledge,
  and skills that all Connecticut students should
  learn.
• To define the knowledge, abilities, and
  understandings that students are expected to
  demonstrate on statewide assessments.
• To influence the way science is taught.

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Developmental Organization

• Connecticuts Core
• Science Curriculum
• Framework (CSCF)

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• PreK-2
• Development of wonder
• about the natural world
• and the ability to apply
• basic process skills

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• Grades 3-5
• Development of basic
• descriptions of natural
• phenomena and the
• ability to perform simple
• explorations

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• Grades 6-8
• Development of basic
• explanations for natural
• phenomena, and the ability
• to ask good questions and
• apply experimental
• procedures to acquire new
• knowledge

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• Grades 9-10
• Development of
• interest in global issues
• and the ability to
• collect, analyze and use
• data to explore and
• explain related science
• concepts

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• Grade 11-12
• Development of deep
• understanding of science
• concepts and principles
• preparation for future
• studies/careers

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• PreK-2
• Development of wonder about the natural world and
  the ability to apply basic process skills
• Grades 3-5
• Development of basic descriptions of natural
  phenomena and the ability to perform simple
  explorations
• Grades 6-8
• Development of basic explanations for natural
  phenomena, and the ability to ask good questions
  and apply experimental procedures to acquire new
  knowledge
• Grades 9-10
• Development of interest in global issues and the
  ability to collect, analyze and use data to
  explore and explain related science concepts
• Grade 11-12
• Development of deep understanding of science
  concepts and principles preparation for future
  studies/careers

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• CSDEs Core Science
• Curriculum Framework
• (CSCF) contains
• Eleven Conceptual Themes
• Eleven Guiding Questions

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Content Standards Expected
Performances

• VII. Heredity and Evolution
• What processes are responsible for lifes unity
  and diversity?
• 8.2 - Reproduction is a characteristic of living
  systems and it is essential for the continuation
  of every species.
• ?Heredity is the passage of genetic information
  from one generation to another.
• ?Some of the characteristics of an organism are
  inherited and some result from interactions with
  the environment.

• C25. Explain the similarities and
• differences in cell division
• in somatic and germ cells.
• C26. Describe the structure and
• function of the male and
• female human reproductive
• systems, including the
• process of egg and sperm
• production.
• C27 Describe how genetic
• information is organized in
• genes on chromosomes,
• and explain sex
• determination in humans.

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Content Standards

• In the left-hand column of the CSCF the Content
  Standards appear as narrative statements of
  science concepts that guide the development of a
  rich and rigorous curriculum.
• This is the minimum that should be taught.

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Performance Standards

• In the right-hand column of the CSCF, the
  Performance Standards are identified as the
  specific knowledge and abilities from the broad
  curriculum that will be assessed on statewide
  tests given in Grades 5, 8, 10.
• This is the maximum that will be tested.

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Content Standards Expected
Performances

• VII. Heredity and Evolution
• What processes are responsible for lifes unity
  and diversity?
• 8.2 - Reproduction is a characteristic of living
  systems and it is essential for the continuation
  of every species.
• ?Heredity is the passage of genetic information
  from one generation to another.
• ?Some of the characteristics of an organism are
  inherited and some result from interactions with
  the environment.

• C25. Explain the similarities and
• differences in cell division
• in somatic and germ cells.
• C26. Describe the structure and
• function of the male and
• female human
• reproductive systems,
• including the process of
• egg and sperm production.
• C27 Describe how genetic
• information is organized in
• genes on chromosomes,
• and explain sex
• determination in humans.

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I. Inquiry

• How is scientific knowledge created and
  communicated?
• Scientific Inquiry
• Scientific Literacy
• Scientific Numeracy

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II. Properties of Matter

• How does the structure of matter affect the
  properties and uses of matter?
• Properties of Objects (K.1)
• Properties of Materials (2.1)
• States of Matter (3.1)
• Elements, Compounds, Mixtures (6.1)
• Chemical Reactions (9.4)
• Carbon Compounds (9.5)

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III. Energy Transfer and Transformations

• What is the role of energy in our
• world?
• Electricity Magnetism (4.4)
• Sound Light (5.5)
• Energy Work (7.1)
• Energy Conservation Transformation (9.1)
• Electrical Forces 9.2)

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IV. Forces and Motion

• What makes objects move
• the way they do?
• Position Motion of Objects (1.1)
• Forces Motion (4.1)
• Forces Motion (8.1)

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V. Matter Energy In Ecosystems

• How do matter and energy
• flow through ecosystems?
• Food Chains (4.2)
• Ecosystems (6.2)

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VI. Structure Function

• How are organisms structured to ensure efficiency
  and survival?
• Needs of Living Things (1.2)
• Life Cycles of Animals ((1.3)
• Life Cycles of Plants (2.2)
• Responses to Stimuli (5.2)
• Human Body Systems (7.2)
• Cell Structure Function (10.1)

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VII. Heredity Evolution

• What processes are responsible
• for lifes unity and diversity?
• Characteristics of Living Things (K.2)
• Adaptations (3.2)
• Reproduction Heredity (8.2)
• Genetics (10.4)
• Evolution (10.5)

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VIII. The Changing Earth

• How do materials cycle
• through the Earths systems?
• Properties of Soils(2.3)
• Properties of Rocks Minerals (3.3)
• Cycle of Matter in Earths Systems (9.7)

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IX. Energy In The Earths Systems

• How do external and internal sources of energy
  affect the Earths systems?
• Weather Patterns (K.3)
• Land Water Interactions (4.3)
• Weather Seasons (6.3)
• The Changing Earth (7.3)

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X. Earth In The Solar System

• How does the position of Earth in the solar
  system affect conditions on our planet?
• Earth, Moon, Sun (5.3)
• The Solar System (8.3)

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XI. Science Technology In Society

• How do science and technology affect
• the quality of our lives?
• 1. Shelters (K.4) 9. Building
  Bridges (8.4)
• 2. Measuring Tools (1.4) 10. Energy
  Power Technologies (9.3)
• 3. Food Resources (2.4) 11. Polymers
  (9.6)
• 4. Conservation (3.4)
• 5. Batteries, Bulbs, Magnets (4.4)
• 6. Optical Technologies (5.4)
• 7. Water Quality (6.4)
• 8. Food Technology (7.4)
• 12. Human Environmental Impacts (9.8, 9.9)
• 13. Living With Microorganisms (10.2)
• 14. Biotechnology (10.3)
• 15. Human Population Growth (10.6)

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• Science,
• Technology,
• And
• Society

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The most serious pr0blems that humans now face
are global

• Population Growth
• Deforestation
• Desertification
• Ozone Holes
• Reductions in Species Diversity
• Environmental Pollution
• Disease
• Social Strife and War

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• Ocean Literacy is an
• understanding of the
• oceans influence on
• you - and your
• influence on the ocean.
• NOAA. Ocean Literacy, 2005.

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An Ocean-Literate Person

• Understands the Essential Principles and
  Fundamental Concepts about the functioning of
  the ocean
• Can communicate about the ocean in a meaningful
  way and
• Is able to make informed and responsible
  decisions regarding the ocean and its resources.

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• Ocean Literacy
• is defined by seven
• Essential Principles and
• supported by forty-four
• detailed Fundamental
• Concepts.

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Ocean Literacys Seven Essential Principles

• 1. The Earth has one big ocean with many
  features
• 2. The ocean and life in the ocean shape the
  features of the Earth.
• 3. The ocean is a major influence on weather and
  climate.
• 4. The ocean makes Earth habitable.
• 5. The ocean supports a great of diversity of
  life and ecosystems.
• 6. The ocean and humans are inextricably
  interconnected.
• 7. The ocean is largely unexplored.

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Essential Principle 1The Earth has one big
ocean

• The dominant physical feature of our planet.
• Highest, peaks, deepest valleys, and flattest
  vast plains.
• One interconnected circulation system powered by
  the sun, wind, tides,
• Most of Earths water (97) is in the ocean.
• The ocean is large, but not infinite.

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Essential Principle 2The ocean and ocean life
shape the Earth

• Many earth materials and geochemical cycles
  originate in the ocean.
• Sea level changes have shaped the land.
• Erosion from wind, waves, and currents occurs in
  all coastal areas.

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Essential Principle 3The ocean is a major
influence on weather and climate.

• The ocean absorbs much of the solar radiation
  reaching the Earth.
• The El Niño Southern Oscillation causes important
  changes in global weather patterns.
• The ocean dominates the Earths carbon cycle.
  Half of the Earths productivity occurs in the
  sunlit layers of the ocean.

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Essential Principle 4The ocean makes Earth
habitable.

• Most atmospheric oxygen originally came from
  photosynthetic organisms in the ocean.
• The first forms of life may have evolved in the
  ocean.

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Essential Principle 5The ocean supports a great
diversity of life and ecosystems.

• Ocean life ranges from the smallest virus to the
  largest animal that has lived on Earth.
• Some major groups are exclusively marine.
• The ocean a vast three-dimensional living space
  with diverse habitats.

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Essential Principle 7The ocean is largely
unexplored.

• The ocean is the last and largest unexplored
  place (lt5) on Earth.
• The future sustainability of ocean resources
  depends on greater knowledge and understanding.
• New technologies, sensors, tools, and
  mathematical models our expanding our knowledge
  and understanding.
• Ocean exploration is truly interdisciplinary.

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Essential Principle 6The ocean and humans are
inextricably interconnected.

• The ocean affects every human life.
• The ocean yields foods, medicines, minerals, and
  energy resources.
• Much of the worlds population lives in coastal
  areas.
• The ocean is a source of inspiration, recreation,
  rejuvenation, and discovery.
• Everyone is responsible for caring for the ocean.

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• How many standards
• are we to teach?

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• There are 855 standards
• in AAAS Benchmarks For Science Literacy.
• There are 124 Performance
• Standards in the CSDE
• Science Framework.

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• The McREL Compendium
• (From the Arts to Science)
• Contains 3291 Standards!

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• With 180 Days Of School For Each
• Of 13 Years Of Schooling,
• There Are 2,340 School Days In
• Which Students Can Learn
• The Standards.

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• 3291 Standards
• During 2340 School Days
• Works Out To
• 1.4 Standards Per Day!
• Or
• 7 Per Week!

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The ocean may well be our ancestral home.

• It may be more than a coincidence that the
  salinity of the blood of widely different animals
  (including humans) is so similar to that of sea
  water.
• Perhaps we still carry the ocean around inside
  us.
• Perhaps all our cells are still bathe by our
  maternal ocean.

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• Planet Earth
• Planet Water

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The World Ocean

• is a giant thermodynamic engine,
• driven by one of the Milky Ways smaller stars.

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We are the ocean and the ocean is us.

• The air we breathe,
• the water we drink,
• the weather we experience,
• some of the food we eat, and
• many products we use
• are derived from and/or are conditioned by the
  world ocean.

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• Humans share a deep kinship
• with all living things.
• They do not own nature
• they are a part of nature.

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Less Is More

• (More Or Less)

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• No Teaching Is Better Than
• Poor Teaching.

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SCIENCE Is Not A Spectator Sport!

• It Is Hands-On,
• Minds-On,
• And Hearts-On.

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• Strive to slow students
• down, so that they take
• time to look more closely
• at nature.

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• Help Your Children (and Yourself) To
• Have Intellectually Honest and
• Enjoyable Experiences, Especially
• In Natural Environments.

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If They Learn Things Of Value and Have A Good
Time Too, They Are More Likely To Develop An
EMOTIONAL STAKE In That Ecosystem

• They Will Want To Come Back.
• They Will Want To Learn More About It.
• They Will Want To Protect And Preserve It.

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One Memorable Technique Is To Make Time In The
Field To Read Or Recite Passages From Great Books
Or Poems

• Inform
• Illuminate
• Inspire

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I bring fresh showers for the thirsting flowers

• I am the daughter of Earth and Water, And the
  nursling of the Sky
• I pass through the pores of the ocean and
  shores, I change but I cannot die.

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For after the rain, when with never a stain, The
pavilion of heaven is bare,

• And the winds and sunbeams with their convex
  gleams, Build up the blue dome of air,
• I silently laugh at my own cenotaph, And out of
  the caverns of rain,

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Like a child from the womb,

• Like a ghost from the tomb,
• I arise and unbuild it again.
• Percy Bysshe Shelley, The Cloud

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• Strive to
• help
• students
• see
• connections.

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• From Natures chain
• Whatever link you strike,
• Tenth, or ten thousandth,
• Breaks the chain alike.
• Alexander Pope, Essay On
  Man.

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All things by immortal power

• Near or far
• Hiddenly
• To each other linked are,
• That thou canst not stir a flower
• Without troubling of a star.
• Francis
  Thompson,1897

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Time writes no wrinkle on thine azure brow

• Such as creations dawn beheld, thou rollest now.

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Ocean Literacys Seven Essential Principles

• 1. The Earth has one big ocean with many
  features
• 2. The ocean and life in the ocean shape the
  features of the Earth.
• 3. The ocean is a major influence on weather and
  climate.
• 4. The ocean makes Earth habitable.
• 5. The ocean supports a great of diversity of
  life and ecosystems.
• 6. The ocean and humans are inextricably
  interconnected.
• 7. The ocean is largely unexplored.

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For The Sea Lies All About Us

• The commerce of all lands must cross it.
• The very winds that move over the lands have
  been cradled on its broad expanse and seek ever
  to return to it.
• The continents themselves dissolve and pass to
  the sea, in grain after grain of eroded land.
• So the rains that rose from it return again in
  rivers.

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In its mysterious past it encompasses all the
dim origins of life,

• And receives in the end,
• after many transmutations. The dead husks of
  that same life.

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For all at last return to the sea - to Oceanus,
the ocean river.

• Like the ever flowing stream of time,
• The beginning and the end.
• 
  Rachel Carson, The Sea
  Around Us, p. 196.

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• But Beauty seen
• Is never lost,
• Gods colors all are fast.
• The glory of this sunset heaven,
• Into my soul has passed.
• Whittier, Sunset on
  the Bear Camp

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There is a pleasure in the pathless woods,

• There is a rapture on the lonely shore,
• There is society, where none intrudes,
• By the deep sea, and music in its roar
• I love not man the less, but Nature more,
• From these our interviews, in which I steal,

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From all I may be, or have been before,

• To mingle with the universe, and feel
• What I can neer express, yet cannot all
  conceal.

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• There is a pleasure in the pathless woods,
• There is a rapture on the lonely shore,
• There is society, where none intrudes,
• By the deep sea, and music in its roar
• I love not Man the less, but Nature more,
• From these our interviews, in which I steal
• From all I may be, or have been before,
• To mingle with the universe, and feel
• What I can neer express, yet cannot all conceal.

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• Roll On, Thou Deep And Dark Blue Ocean-Roll!
• Ten thousand fleets sweep over thee in vain
• Man marks the earth with ruin - his control
• Stops with the shore upon the watery plain
• The wrecks are all thy deed, nor doth remain
• A shadow of mans ravage, save his own,
• When for a moment, like a drop of rain,
• He sinks into the depths with bubbling groan,
• Without a grave, unknelled, uncoffined, and
• unknown.
• Lord Byron. Childe
  Harolds Pilgrimage, Canto 4.

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Need More Help?

• High School Science Education
• Dr. Michal Lomask
• 860-713-6815
• Michal.lomask_at_po.state.ct.us
• K-8 Science Education
• Liz Buttner
• 860-713-6849
• elizabeth.buttner_at_po.state.ct.us

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Content KnowledgeA Compendium ofStandards And
BenchmarksFor K-12 Education

• Mid-continent Regional Education Laboratory
  (McREL), 1996

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CSCF Three Main Roles

• 1. To articulate the core science ideas,
• knowledge, and skills that all
• Connecticut students should learn.
• 2. To define the knowledge, abilities, and
• understandings that students are
• expected to demonstrate on the
• statewide science assessments.
• 3. To influence the way science is taught
• and assessed.

148
Content Standards

• In the left-hand column of the
• CSCF the Content Standards
• appear as narrative statements
• of science concepts that guide
• the development of a rich and
• rigorous curriculum.
• This is the minimum that should be
• taught.

149
Performance Standards

• In the right-hand column of the
• CSCF, the Performance Standards
• are identified as the specific
• knowledge and abilities from the
• broad curriculum that will be
• assessed on statewide tests given
• at Grades 5, 8 10.
• This is the maximum that will be
• tested.