Volume 19 • Number 3 • 2003 - the Marine Advanced Technology ...

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THE JOURNAL OF MARINE EDUCATION Volume 19 • Number 3 • 2003 COURSE INSTRUCTOR’S SUPPLEMENTAL GUIDE 1. Students will progress through the lessons together in order to advance into the next lesson. Other assignments can be worked on as students finish their current lesson ahead of others. 2. Part I can be worked on independently or with a partner. 3. The video in Part II is shown to the class after everyone has completed Part I. It is interesting and valuable, but if you cannot obtain a copy, lecture on the subject of longitude or have students do a research exercise (books or on-line) addressing the questions. Alternatively, you can skip this part, but you’ll need to adjust the Captain’s Test accordingly. 4. The instructor will go over the use of navigation tools and charts prior to students beginning Part III. Here teamwork is good. 5. Part IV: The Captains Test will be pre-announced and given to all the students at the same time. Retakes will be determined by the situation. 6. After everyone has successfully passed the test, the “Voyages” activity will follow and all students should complete the activity at the same time. We have listed our final and most difficult voyage; however, the students complete four additional voyages. After all the students have completed the activity the best they can, we review the activity by going over the expected, and usually some unexpected results. 7. Students will receive four separate grades on the module: The introductory navigation research and tasks, the video answers, the Captains Test, and the “Voyages” activity. ANSWER KEY Part I: 1. grid lines that go east and west; 2. parallel lines to the equator running east and west through the two poles (Note: on a globe the lines will not be completely parallel); 3. parallel lines running north and south around the Earth; 4. the measurement units around a circle, 360° around the Earth; 5. degrees; 6. It takes the Earth one hour to travel around 15° longitude; 7. land and ocean features as well as lines of latitude and longitude are distorted; 8. a nautical or marine map showing information for people in water vessels; 9. 360°; 10. 0°longitude running through Greenwich, England; 11. 1 knot = 1 nautical mile per hour Part II: 1. triangle piece of wood and rope used to measure knots to check the speed of the boat; 2. dead reckoning; 3. currents, crosswinds; 4. latitude; 5. sun, horizon; 6. they hit land, crashed into rocks, and sank; 7. 1714; 8. John Harrison; 9. back home, on ship; 10. 15°; 11. to make a clock that could keep accurate time under the harsh conditions at sea; 12. humidity, different latitude and longitude, atmospheric pressure, temperature changes, rocking; 13. he used the motion of the stars; 14. friction; 15. wood; 16. other people taking his ideas; 17. it was smaller; 18. they used the positioning of the sun and moon; 19. it was tested on a voyage from Portland, England, to Barbados Part III: 25.2°N, 77.4°W; 23.7°N, 74.8°W; 18.4°N, 66.2°W; 20.4°N, 86.9°W; 12.2°N, 69.9°W; 1. N indicates north of the equator; 2. W indicates west of the prime meridian; 33.8°N, 78.9°W; 32.3°N, 64.6°W; 12.1°N, 61.5°W; 24.6°N, 81.8°W; 19.1°N, 81.2°W; 18.5°N, 64.5°W; 13.3°N, 59.6°W; 33-25-19°N, 65-80-67°W Part IV: 1. 1/360 of a circle, or a measure of the fractions of a circle, or lines of latitude and longitude; 2. longitude; 3. to chart or read a degree heading or direction; 4. lines of longitude; 5. 0°; 6. Cancer; 7. 66-90°S, or South Pole; 8. 4.5"; 9. 180°; 10. Prime Meridian; 11. B; 12. C; 13. GPS; 14. D; 15. knots; 16. North Pole or airplane; 17. degree; 18. International Date Line; 19. 15°; 20. determine longitude or fix accuracy of clocks Part V: Nassau/about 15.5 days; have some kind of “treasure” available for the successful captains! RICK VALLIERE teaches at Conway High School in Conway, South Carolina. He enjoys teaching his marine science classes a lot, but you can also find him out on the Gulf Stream learning marine science and navigation firsthand in a quest for big and tasty fish. SHARON GILMAN tries to maintain her status as a cardcarrying (or rather diploma carrying) biological oceanographer by teaching marine science classes every once in a while, but her career interest has wandered into the realm of the science of teaching and learning science. She teaches Biology at Coastal Carolina University. REFERENCES National Research Council: National Science Education Standards. National Academy Press, Washington, D.C., 1996. FOR INFORMATION AND ACTIVITIES RELATED TO THIS ARTICLE THE BRIDGE RECOMMENDS: Institute of Navigation: Navigation Education Materials http://www.ion.org/satdiv/education.cfm Marine Navigation http://www.mi.mun.ca/mi-net/marinavi/marinavi.htm Marine Navigation Calculator http://pollux.nss.nima.mil/calc/calc_options.html How to Use a Compass http://www.learn-orienteering.org/old/exercise1.html Land Navigation Lesson Plan http://www.geocities.com/Yosemite/Falls/9200/ lessonplan.html Navigational Charts-Office of Coast Survey http://nauticalcharts.noaa.gov/staff/charts.htm 31
THE JOURNAL OF MARINE EDUCATION Volume 19 • Number 3 • 2003 KEEPING OCEAN SCIENCE AFLOAT IN OUR SCHOOLS: REFLECTIONS ON SUSTAINABILITY BY RICK MACPHERSON AND CRAIG STRANG EVEN WITHOUT THE ADDED BURDENS OF A SLUMPING AND SLUGGISH ECONOMY, starting-up and maintaining a business is no simple feat. A 1999 report from the Dow Jones Sustainability Index indicated that a little over 60% of new corporations, sole proprietorships, and partnerships fail and fold within five years of start-up. In California (residents of California like to think they know a little something about failed economies) it is particularly difficult to keep a small business or organization alive. Though the world of business might be red in tooth and claw, our own realm of marine science education is no cakewalk. Promising new projects disappear each year. Programs compete directly with one another for funds that are especially limited since science education is not exactly a national priority these days. Even among the sciences, ocean sciences are particularly under-funded and under-taught since the discipline is hardly mentioned (explicitly) in most state and national standards. In addition to battling simply for a seat at the table, marine educators worth their salt need to “keep-up” with the changing focus of local and national educational trends. This involves balancing the highly politicized swings of the pendulum (e.g., No Child Left Behind, students literacy, and testing) with a deeper understanding of what research tells us about how people learn, how schools create effective learning communities, and how to sustain effective programs. The Marine Activities, Resources and Education (MARE) program at the University of California, Berkeley’s Lawrence Hall of Science (LHS) has struggled with these sorts of challenges posed by an ever-evolving educational climate. As a mature program in its 17th year and currently working in over 600 elementary and middle schools nationwide, it is time to reflect on our strategies for continued sustainability and growth. While we make no claim to a simple formula for longevity and efficacy, we hope a brief case study of our growth will be illustrative of the collaborative, pragmatic, and imperfect approaches necessary for sustainability in K-12 marine science education. FROM SO SIMPLE A BEGINNING… Founded in San Francisco in 1986 through initial funding from the California Post-Secondary Education Commission and the National Science Foundation, MARE (pronounced ma-ray–Latin for “sea”) was conceived as a whole school, K-8 thematic marine science program, focusing equally on curriculum development and teacher professional development for a few MARE cultivates teacher leaders through an annual Summer Leadership Institute. local schools. MARE teachers organize their curriculum and instruction around the theme of a different ocean habitat at each grade level, incorporating field trips, guest speakers, special projects, parent and family events, art, music, and literature. Created in the midst of the most linguistically diverse schools in the country, MARE was designed specifically to address the needs of English language learners and other underrepresented students. MARE incorporates language acquisition theory and Specially Designed Academic Instruction in English (SDAIE) throughout the curriculum to promote English language development along with complex understandings of science concepts. SDAIE refers to an approach for scaffolding the teaching of rigorous content and academic language in English to students who are just acquiring conversational skills in English. The strategies, drawn from the research of Jim Cummins, Stephen Krashen, Kenji Hakuda, and others, employ small group configurations, carefully planned use of media, body language, graphic organizers and pictures, many forms of informal, low anxiety discourse and communication, jigsaw learning, and thematic instruction. All of these 32
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