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CIOSS & SMILE: A Partnership for Ocean Sciences Education

The SMILE program aims to increase educational opportunities for underserved minority students, inspiring them to pursue careers in science and math. Through after-school clubs, college campus experiences, and teacher professional development, SMILE provides hands-on learning experiences that prepare students for college and science-related careers. The partnership between CIOSS and SMILE brings oceanography education to high school students through club activities and annual challenge weekends focused on solving real-world problems, such as cleaning up oil spills. Join us in this educational journey!

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CIOSS & SMILE: A Partnership for Ocean Sciences Education

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  1. CIOSS & SMILE: A Partnership for Ocean Sciences Education

  2. What is the SMILE Program? SMILE is the Science & Math Investigative Learning Experiences (SMILE) Program

  3. Why SMILE? The purpose of SMILE is to increase the number of educationally underserved minority students: • who graduate from high school; • are qualified to attend college; • choose careers in science or math related fields.

  4. How Does SMILE Do It? • SMILE collaborates with scientists, mathematicians and Oregon school districts to provide after-school clubs for science and math enrichment.

  5. How Does SMILE Do It? • SMILE brings students to college campuses to experience a piece of college for themselves. • SMILE clubs provide science and math enrichment for 4th through 12 grade students.

  6. How Does SMILE Do It? • SMILE also offers professional development for the teachers who run SMILE clubs.

  7. SMILE students gain personal, practical experiences which help round out their education. It encourages them to think beyond high school and to earn the opportunity to choose careers which require a college education. John Rademacher, High School Principal

  8. CIOSS & SMILE CIOSS & SMILE are collaborating to bring oceanography to the high school students through club activities and yearly hands-on scenario based challenge weekends.

  9. The Challenge The challenge was a community based problem solving model where students applied scientific concepts as evidence to decide upon and communicate a community action plan.

  10. The Scenario The 2004-2005 school year was the first year the students were exposed to oceanography. The theme of the challenge weekend was how to clean up a near-shore oil spill.

  11. Pre-scenario • Develop skills and concepts in clubs through simple hands-on activities. • Making Waves • Comprehending Currents (temp & density) • Tracking Tides • Weather Stations • Mapping activities • Oil Spill Clean-up

  12. Pre-Scenario • SMILE staff teaches the activities to the teachers who run the SMILE clubs at 3 workshops throughout the year. The teachers then present the lessons to their students in after-school clubs.

  13. Scenario Development The scenario was developed through personal communication with oil-spill clean up professionals (NOAA HazMat, Oregon DEQ) and by reading web-based materials designed for professionals wanting to learn more about their profession.

  14. The OR Conference

  15. The OR Conference • The event was structured like a professional scientific conference (including acronyms). • For most high school students the word “conference” implies a parent-teacher conference usually in connection with misbehavior. • Part of SMILE’s mission is to help acclimate students to the culture of academia.

  16. Team Building College student mentors help team members get to know each other and function like a team.

  17. Key Note Speech “Working on the Same Frequency” - Benjamin Dotson, USCG

  18. Ship in Distress The OR conferees were informed that an oil tanker had lost power off the coast of the fictional town of Pete’s Bay.

  19. ESI Map of Pete’s Bay Teams were given base maps and had to collect key information from other maps arranged by “resources” to compile an ESI map of the area.

  20. ESI Map of Pete’s Bay

  21. ESI Map of Pete’s Bay

  22. ESI Map of Pete’s Bay Students had booklets with questions to guide them in thinking about the resources in each area, working in teams.

  23. Student and Professional ESI Maps

  24. Oil Spill in Pete’s Bay The next morning the students are told that the oil tanker sank. They disperse into specialist areas to learn how to deal with an oil spill.

  25. Students Become Specialists The students worked cooperatively in teams. Individuals on each team became "specialists" in a certain discipline. The team combined their collective team knowledge to create a community action plan, taking in to account the views of a number of different stakeholders in the scenario.

  26. Specialist Areas • GIS/Mapping • Oil Recovery and Remediation • Shoreline Habitat Assessment • Communications Specialists • Oil spill modeling and probability • Weather

  27. Specialist Area – Using the NOS/Hazmat “Gnome” trajectory model General processes affecting surface trajectories are discussed – winds, tides, currents.

  28. Specialist Area – Using the NOS/Hazmat “Gnome” trajectory model A cluster of passive tracers is release and tracked by the model – on different parts of the tidal cycle, with and without winds, changing wind direction, …

  29. Specialist Area – Using the NOS/Hazmat “Gnome” trajectory model Conditions under which some of the parcels enter Pete’s Bay are discussed.

  30. Making a Plan Each team is given a limited number of “booms”, skimmers, etc. Scale models and winds blown through straws help to visualize flows.

  31. Making a Plan The newly trained experts debate the best ways to use their resources, which areas to select as priorities, etc.

  32. Making a Plan The students set up displays describing their final plans. Teachers and volunteers play the roles of oyster farmers, fishermen, home owners, developers and circulate, asking the students to explain their plans.

  33. Communicating the Plans The students clearly enjoyed their new roles as experts and the ability to “explain” the situation to the role-playing teachers and college students.

  34. Communicating the Plans In this group, each team member described their aspect of the decision making process in sequence. They appealed to volunteers for help.

  35. Communicating the Plans In this group, the responses were more spontaneous, with team members coming forward and sometimes surprising each other with the explanations. Thinking on your feet was essential.

  36. Communicating the Plans Maps, scale models and verbal skills, along with the newfound training, were the tools employed. Role-playing volunteers were sometimes skeptical.

  37. Communicating the Plans This group made use of an overhead with a blow-up of the bay, as well as their base maps.

  38. Looking Toward the Future The SMILE CIOSS partnership will continue next year with another oceanography-based high school event. Next year we plan to focus on a fisheries-based scenario.

  39. Looking Toward the Future Partnering with the SMILE program is a good way to address Broader Impact and Outreach (BIO) requirements of funding agencies.

  40. A successful first Challenge

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