mil simarilyn sigman cosee-alaska center for ocean science ... · climate change will have...
TRANSCRIPT
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M il SiMarilyn SigmanCOSEE-Alaska
Center for Ocean Science Education ExcellenceSchool of Fisheries and Ocean Science
University of Alaska Fairbanks
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3 2 1 3‐2‐1 Alaska’s Ocean &Climate Change
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Alaska’s Ocean (and Rivers)
44,500 linear miles of coastline/ f th ti ’ tli 2/3 of the nation’s coastline
50% of the nation’s offshore waters 40% of the nation’s surface aters 40% of the nations surface waters > 50% of the wetlands > 50% of the total fish harvest > 50% of the total fish harvest Yukon‐Kuskokwim River Delta is the size of Oregon
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Three Words: Ice Melting Fast
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Three More Words: Altered Circulation Patterns
Surface Current Systems
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Two Words: Ground Zero(for Climate Change)(for Climate Change)
Warming Temperature Trend since 1960’s
OO Ann. Mean
Temperature
W t d i 2007
1950 - 20001900 - 2008
• Warmest year on record in 2007• + 5 degs. above average in fall, 2007• The Arctic is warming at twice the
rate of the average global temperaturerate of the average global temperature
Source: NOAA’s 2008 Arctic Report Card
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A warmer ocean More frequent more intense stormsA warmer ocean More frequent, more intense storms
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Sea Water Temperature
and the Extent of Ice
Melt areThe Albedo Effect
Melt are Interrelated
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One Word• Agggggggghhhhh!gggggggg
• Panic
• Understand
First response to climate change: Observe and understand the changes in the ecosystem.
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THEME: People, climate, and oceans
Weave – link scientists, educators, and coastal communities in Alaska, ,And nationwide with emphasis on ocean climate change.
Bridge western science and traditional knowledge about ocean climateBridge western science and traditional knowledge about ocean climateChange to Alaska and the nation.
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COSEE‐Alaska Partners UAF/Alaska Sea Grant UAF/School of Fisheries & Ocean Sciences UAF/Center for Cross‐cultural Education; Alaska
Native Knowledge Network Alaska Ocean Observing System Alaska SeaLife Center Anchorage School District
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Three StrategiesConnecting Alaska Ocean/Climate Change Scientists and Alaska Educators – Formal and Informal
Integrating Traditional Native Knowledge and Western Scienceand Western Science
ll l k dStorytelling: Alaska & Beyond
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Connecting Alaska Ocean/Climate Change Scientists and Alaska
Educators – Formal and InformalEducators Formal and Informal
The Landscape of the Scientists The Landscape of the Scientists • More climate science is happening• Science is taking place with integrated ecosystem and biome research approaches; on international and global scales.
• More science outreach and education is happening • More science outreach and education is happening –scientists are being encourage to “tell their stories”
• Professional incentives are lacking for effective educationand outreach
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Scientist Outreach and EducationScientist Outreach and Education
• Required by grantorsTraining opportunities especially for young scientists• Training opportunities, especially for young scientists
• Science stories • Instruction at teacher workshops• Science-teacher-student Partnerships• Curriculum resources and media• Websites
• Data sets• Real time data• Real-time data • Visualizations • Real-time expedition outreach• Scientist blogs• Google Earth and Google Ocean
Lisa Munger,Scripps Inst.
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The Arctic Ocean
The Bering Sea
The Gulf of AlaskaThe Gulf of Alaska
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• March, 2007 – March, 2008 ( 2 full cycles)• 200 projects• 200 projects• Thousands of scientists• More than 60 nations• Biological, physical, and social research
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BSIERP!!The Bering Sea Integrated Ecosystem Research Programg g y g
.
ONE BIG QUESTION:WHAT HAPPENSWHEN THE ICE MELTS?
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The Landscape of the Educators
K‐12 educators coping with No‐Child‐Left‐Behind requirements. q
Alaska science standards are general with no requirement to teach about the ocean or watersheds.
Upper‐level science standards are specific about climate change.I f l d i l d d d Informal educators are isolated and scattered.
The amount of information about climate change is staggering and not always at appropriate scalesstaggering and not always at appropriate scales.
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Opportunities andOpportunities and ChallengesChallenges
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COSEE‐Alaska Activities for Scientists and Educators
Assist scientists with planning and executing exemplary science outreach and education efforts
Scientists and Educators in Alaska Network (SEANET)
Annual Communicating Ocean Science workshops Annual Communicating Ocean Science workshops
Skills training for scientists in communicating in formal (K‐16) and informal settingsinformal settings
Skills training for educators through professional development
High‐quality resources for use in education and outreach
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International PolarYear
Now on BSEIRP
Icebreaker HealyC i lCruise logs now on Google Earth
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K-8 CurriculumRevision of Alaska SeaWeek
Technology of 2007: Web-basedStandards-based
1980’s TechnologyPre-No Child Left Behind Standards based
Inquiry-basedPre No Child Left Behind
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The Learning Cycle Model“The five E’s”
EngagementGear‐up
“The five E’s”
Gear‐up
Evaluation
Exploration Elaboration
Explanation
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Gear-up/engage for each unit:an Alaskan science storyan Alaskan science story
Grade 7Where did the
Grade 8Our Changing
Rubber Bath ToysGo?
World
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Alignment with ocean literacy principles and Alaska Grade Level Expectations
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S i N t b kScience Notebooks,Science Literacy
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Created by teachers working with scientists
Sheryl Sotelo, grade 5/6 teacher,H Al k
Tania Spurkland, retired teacher,University of Alaska Fairbanks
Graduate studentHomer, Alaska
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Field trips atevery grade level
On-site professional development, includingp , g
local field trip sites
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Continuing the celebration!celebration!
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Physical Change Will Contribute Will not Physical Change Will ContributeTo
Will not contribute to
Warmer ocean Warmer ocean water
Accelerated sea ice melt
Change in extent of sea ice
Accelerated glacial Accelerated glacial melt
Predicted Effects of Climate Change on Oceans:Predicted Effects of Climate Change on Oceans: Sea level riseFreshening in areas that were more saline (salty)Changes in current patternsCh i di t ib ti f i d t d t iChanges in distribution of organisms adapted to marineor brackish conditions
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Extending the Learning + Measure wind patterns and predict current patternsp p p
Dataset of wind direction and speed for Gulf of AlaskaNOAA buoy datasets – record wind direction and speed
+ Experiments about water temperature , density and ice melt
Beginning with density, and ice melt
Rubber Duckies
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Extending the Learning Quinhagak School& Alaska Sea Grant
O li i ti t t iOnline animation set to music
Rubber Ducky Data SetAlaska Seas and Rivers
Grade 7 Unit
Pete’s Wild RideBook & Lesson Plans
Grades 4-6
Drifter & AUV DataReal-time and Near-real Time DataGrades 7 12
Alaska Ocean Observing SystemAlaska Ocean Observing SystemPrince William Sound Field Experiment
Grades 7-12
Prince William Sound Field Experiment
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Physical Change Will Contribute Will not Physical Change Will ContributeTo
Will not contribute to
Warmer ocean Sea level rise thruWarmer ocean water
Sea level rise thruthermal expansion
Accelerated sea ice melt
Sea level rise
Change in extent of sea ice
Change in extent of freshening
Accelerated glacial Sea level riseAccelerated glacial melt
Sea level riseFreshening of nearshore areas
Predicted Effects of Climate Change on Oceans:Predicted Effects of Climate Change on Oceans: Sea level riseFreshening in areas that were more saline (salty), thus:
Changes in current patternsCh i di t ib ti f i d t d t iChanges in distribution of organisms adapted to marineor brackish conditions
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In addition to ocean literacy ‐ a i l “ i ” f linational “topic” focus on climate
change literacyg
Climate is regulated by complex interactions amongcomponents of the Earth system (Sun oceancomponents of the Earth system (Sun, ocean, atmosphere, clouds, ice, land, and life).
Human activities are impacting the climate system.
Climate change will have consequences for the EarthSystem and human lives.
Developed by the National Oceanic and Atmospheric Administration (NOAA), the American Association for the Advancement of Science (AAAS),
d lti l i i t l i ti d i di id land multiple science agencies, non-governmental organizations, and numerous individuals.
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Integrating Traditional Native g gKnowledge
and Western Scienceand Western Science
The LandscapeThe Landscape• Alaska Native culture and ways of knowing is increasingly being integrated into K‐12 education to provide culturally‐relevant education in Alaska.
At th ti Al k i i • At the same time, Alaska science is becoming more inclusive of local and traditional ecological knowledge and traditional ecological knowledge (LTEK)
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COSEE‐Alaska Activities• Rural Ocean Science Fairs
• Professional Development Workshops
• Showcasing Successful Integration to Scientists, Ed t d C itiEducators, and Communities
R Resources
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“Special Collection” Resource from WGBH Boston TeacherDomain.orgp gVideos from Native Perspective and Lesson Plans
Professional Development Training
Potential for new videos
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Storytelling: Alaska & Beyond
The LandscapeVisitors to Alaska’s museums aquaria and other• Visitors to Alaska s museums, aquaria and other visitor destinations (the ferry and cruise ship routes)
• The COSEE Network
• The NAME and NMEA NetworkThe NAME and NMEA Network
• Global issues; global networks; the World Wide Web
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COSEE‐Alaska Activities• Facilitating the storytelling by Native Alaskans about how climate change is affecting their communities and cultures.
• Interpretive messages and media at visitor destinations and on cruise shipson cruise ships
• NMEA/NAME conference in Alaska in 2012/
• Website http://coseealaska.net
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The Learning Cycle Model“The five E’s”
EngagementGear‐up
“The five E’s”
Gear‐up
Evaluation
Exploration Elaboration
Explanation
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Community Learning CycleStory telling about Environmental ChangeStory-telling about Environmental Change
Brainstorm ideasShare Brainstorm ideas and questions
Discover what students knowInterview
local people
Explain Elaborate
Analyze DataReview informationfrom multiple sources Lake Ice
local people
(local experts, existingresearch, etc.)
Lake Ice
Green-upEngage Explore Generalize ExperimentDecide what will be observed
or measured and how it
Green up
Date the or measured and how it will be recordedSalmon Return
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Observation Networks
Tundra Snow Cover PhenologyGLOBE
Freeze-up Break-up
Snow and IceLake Ice,ALISON
Permafrost,Boreholes
GLOBE Seasons & Biomes
Green up Brown-downGreen-up Brown down
Mosquito Hatch
WeatherGLOBEher
Temperature
Sea WaterSea WaterpH GLOBEher
Wind PrecipTemperaturespH
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“We cannot change nature, our past, and other people for that matter, but p p ,we can control our thoughts and actions and participate in global efforts to cope with these global climate. That I think is the most
i thi d empowering thing we can do as individuals.”
‐ George Noogwook SavoongaGeorge Noogwook, Savoonga
The Earth is Faster Now
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More Information?More Information?http://coseealaska nethttp://coseealaska.net
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