Resource Detail: Journal Article

	The Need for Ocean Literacy in the Classroom - Part I: An overview of efforts to promote ocean literacy By: Sara Schoedinger, Francesca Cava, and Beth Jewell
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Details

Type of Resource:	Journal Article
Average Rating:	based on 1 - 4 / 4 review
Publication Title:	The Science Teacher
Publication Date:	9/1/2006
Volume and Issue:	Vol 073 Issue 06
Pages:	4
Grade Level:	High School

Description

Society is largely ocean illiterate and a basic understanding of the key concepts needed for sound decision making on matters related to sustainability and the health of humankind is lacking. At present, a network of approximately 100 members of the ocean science and education communities are working together to make understanding the ocean part of the formal K-12 curriculum. The emergent consensus among the members of the group has resulted in a definition of ocean literacy that is supported by seven essential principles and forty-four fundamental concepts to be taught in school, which are addressed in this article.

Ideas For Use

The authors provide an example of a lesson about Harmful Algal blooms (HBAs), a topic that is aligned with Content Standard C - The Interdependence of Organisms. While learning about an ocean ecosystem, students will gain knowledge that empowers them to make informed decisions about their impacts on the environment. In the activities on HABs found in Part II of this article on p. 48, students use online data to pose their own theories about the relationships between dissolved oxygen, temperature, salinity, pH, and turbidity on algal growth.

Discussions

Additional Info

Science Discipline: (mouse over for full classification)	Ecosystems Science process skills Behavior Biodiversity
Intended User Role:	Curriculum Supervisor, High-School Educator, Professional Development Provider, Teacher
Educational Issues:	Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies

Technical

Resource Format:	application/pdf
Size:	268 KB
Requirements:	Requires Adobe Acrobat Reader

National Standards Correlation

This resource has 7 correlations with the National Standards.
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This resource has 7 correlations with the National Standards.
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Process Standards for Professional Development
- Learning
  - Build on the teacher's current science understanding, ability, and attitudes. (NSES)

Content Standards
- Quality Teaching
  - Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)

Life Science
- Interdependence of organisms
  - NA
- Populations and ecosystems
  - NA

Science as Inquiry
- Abilities necessary to do scientific inquiry
  - NA
- Understandings about scientific inquiry
  - NA

Life Science
- Behavior of organisms
  - NA

User Reviews

	Resources and Rationale to Teach about HABs
	Adah (San Antonio, TX) on December 21, 2012
	After stating the profound need for ocean literacy these authors provide the principal concepts of ocean literacy. This is then followed by an excellent chart that compares the NSES standards with the ocean literacy fundamental concepts. The article narrows the field down when it suggests addressing Harmful Algae Blooms (HABs) as a topic that meets both NSES standards and ocean literacy. From this perspective resources are addressed that will not only educate the teacher but provide guidance toward better awareness for their students.

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Articles by: By: Sara Schoedinger, Francesca Cava, and Beth Jewell