1

Developing Ocean Science Curriculum Resources for Spanish-

speaking Communities

Observation ● Prediction ● Analysis ● Collaboration

www.stccmop.org

Monica20 August 2010

Frontline mentor: Dr. Grant LawSenior mentor: Dr. Antonio

Baptista

2Intro: Me

• Graduated from Westview High School• Will attend Portland State University• 4th summer at CMOP

– Comparing model (simulation) vs. observed data

Model Observation

May 17 2009 –June 27 2009

3Center for Coastal Margin Observation & Prediction

• Vision: “We seek to develop a new way of studying and understanding the coastal environment, with which to address the increasing challenges faced by those environments due to human activities and changing climate.”

• The only NSF Science and technology Center (STC) ever focused on coastal margins

• Represents a large multi-institutional partnership.

• Education: “The center is committed to improving the diversity of the U.S. workforce in science, technology, engineering, and math (STEM disciplines). Women and persons from underrepresented minority groups are encouraged to become involved with the center.”

4Project

• Translate ocean science lessons to Spanish

– Make it accessible for Spanish-speaking communities

– Introduce and get students interested in ocean science

– Target: K-12

5Statistics

• The U.S. Census Bureau reports that 39 percent of the population under the age of 18 is a racial or ethnic minority. However, in 2000, only 3.4 percent of the science and engineering jobs were held by Latinos.

• Today, five percent of the American workforce is employed in Science Technology Engineering and Mathematics (STEM)-related jobs, yet only two percent of Latinos are employed in these occupations.

6Goal

• Translate ocean science lesson plans

– Translated lesson plans will be reviewed by Spanish professor from Portland State University

• Have lesson plans available on the web (CMOP website http://www.stccmop.org/ & others)

7Translated Activities

• Hypoxia• Density• Habitat Squeeze• Exploring Ocean Observing

Systems• Horizontal Water

Movement• Gliders & Ocean Observing

8Example- Ocean Observing Systems

9Another example- Underwater Gliders

10In Spanish

11E.A.R.T.H Workshop

• Gave presentation to the teachers

• Went to Astoria, WA– Learned about drifters– Build a drifter– Learn how to access

CMOP glider data

12E.A.R.T.H. Workshop and my project

• Teachers developed new lesson plans– Translated 1 lesson plan they

generated: Gliders & Ocean Observatories

13SA Oceanography Camp at CMOP

• Went to Ilwaco, WA• Looked at temp. and

conductivity (salinity) using Conductivity, Temperature, & Depth (CTD) sensor

• Collected water samples using Niskin bottle

14Summary

• Completed the translation of six lesson plans– Translating is time consuming & challenging

15Future Work

• Have completed lesson plans on the web

• Finish translating lesson plans from teacher workshop

• Translate more ocean science lesson plans

16Sources

• Centers For Ocean Sciences Education Excellence (COSEE)– http://www.cosee-ma.net/education/index.htm

• Monterey Bay Aquarium Research Institute (MBARI)– http://www.mbari.org/earth/2010/schedule10.htm

• "Help Wanted: Seeking Latino students to pursue math and science fields." National Education Association. National Education Association, 01 04 2010. Web. 19 Aug 2010. <http://www.nea.org/home/38743.htm>.

17Acknowledgements

• Saturday Academy-ASE• CMOP• Dr. Grant Law• Dr. Antonio Baptista• Karen Wegner• National Science Foundation

18Thank You!

Any questions?