GREAT LAKES LITERACY PRINCIPLES: RELATING OCEAN LITERACY TO THE NORTH COAST Rosanne W. Fortner Director COSEE Great Lakes Lyndsey M. Manzo Science Teacher Ohio Sea Grant Educator 1

PURPOSE OF THE PRESENTATION To share information regarding  Rationale for Great Lakes Literacy Principles  Development and validation process  Content of the principles and concepts  Resources available at greatlakesliteracy.net  Current uses with varied audiences 2

PARTNERS IN THE DEVELOPMENT OF GLLP 3

EVIDENCE OF NEED FOR GLLP 4  Low knowledge among students [38-48%] Fortner & Mayer 1991  Public knowledge also low [45%] with recreationists somewhat higher [56%] Fortner et al  Great Lakes offer excellent opportunities to learn the range of science content in Standards NRC 1996  Teachers’ priorities for topics include water quality, water uses & conservation, environmental responsibility, toxic chemicals Fortner & Corney 2001; Fortner & Meyer 2000  Place-based education Sobel 2004; Malinowski & Fortner 2010

PROCESS OF DEVELOPMENT July – September 2010 Introduced at NMEA in TNBrochure and website development January – April 2010 Compilation and integration of suggestionsFinal review by key scientists & educators October – December 2009 COSEE GL Advisors/Staff draft GLLPs based on Ocean Literacy and Lake Erie Literacy Reviewed by 80+ scientists & educators in Great Lakes region 5

THE GREAT GREAT LAKES!  16,000 km shoreline  20% of world’s fresh surface water  85 million people [1/4 of U.S. population]  13 million K-12 students  2 countries, 8 states, 2 provinces, 19 tribes 6 Great Lakes literacy is an understanding of the Great Lakes’ influences on you and your influence on the Great Lakes. ~16 o of longitude 7 o 30” of latitude

A GREAT LAKES LITERATE PERSON 7  understands the essential principles and fundamental concepts about the characteristics, functioning and value of the Great Lakes;  can communicate accurately about the Great Lakes’ influence on systems and people in and beyond their watershed; and  is able to make informed and responsible decisions regarding the Great Lakes and the resources of their watershed.

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GREATLAKESLITERACY.NET Great Lakes Literacy Principles brochure pdf version Link to Ocean Literacy Principles Educator Resources Lessons (Greatest of the Great Lakes, Fresh & Salt) Links to related data sets, information & supplemental materials NSES alignment Development Bridge from ocean literacy to Great Lakes literacy Links to regional agencies Contributors 9

RELATIONSHIP TO OCEAN AND LAKE ERIE LITERACY 10

PRINCIPLES & FUNDAMENTAL CONCEPTS 11 Resources Standards

RELATIONSHIP TO STANDARDS 12

13 Additional support for implementation:  Lessons  Content  Links  Datasets  Tools RESOURCE PAGE

14 COSEE Great Lakes Curricula LESSONS

GLLP SPECIFIC RESOURCES 15

GLLP SPECIFIC RESOURCES 16

OTHER RESOURCES & LINKS 17

OTHER RESOURCES & LINKS 18

OTHER RESOURCES & LINKS 19

AUDIENCES SERVED

USES IN EDUCATION Preservice and inservice teacher education courses at  The Ohio State University, F.T. Stone Laboratory  Eastern Michigan University [preservice and education research]  University of Illinois [service learning]  The College of Exploration [4 online workshops archived for educator use] 21

22 MI Sea Grant, th grade students/year with 150 teachers; 1500 public attendees MI Sea Grant & EMU, lessons matched with GLLPs [began with NOAA ELG] PROGRAM DEVELOPMENT BY NOAA PARTNERS

23 Great Lakes Observing Systems Workshops, Newspapers in Education, 2010, PA Sea Grant PROGRAM DEVELOPMENT BY NOAA PARTNERS

24 Requires proposed activities to be aligned with Great Lakes Literacy Principles PROGRAM DEVELOPMENT BY NOAA PARTNERS Great Lakes Discovery Traveling display aligned with Principles

INFORMAL EDUCATION AND OUTREACH 25 F.T. Stone Laboratory student workshops 150 teachers, 6000 students/yr [all GLLP] Aquatic Visitor Center, South Bass Island, Lake Erie 12,000 visitors/season [5A, D, F, G, I, 6D] IL-IN, PA and NY Sea Grant educators, with GLRI support [6 A, C, F]

 John G. Shedd Aquarium, Chicago  Guidance for programming and new exhibits  Great Lakes Science Center, Cleveland  Expanding and updating Great Lakes Hall with Great Lakes Literacy Principles  Great Lakes Research and Education Center, Indiana Dunes NP  Structuring programs around Great Lakes Literacy  Great Lakes Aquarium, Duluth  Hosting new EPA programs with focus on Great Lakes Literacy  Alliance for the Great Lakes  Education Consortium focuses on Great Lakes Literacy Principles 26 OTHER INFORMAL PARTNERS USING GLLP

USES BY SCIENTISTS USEPA GLNPO programs for R/V Lake Guardian 27 Michigan State University, geography courses CILER animations of Principles Grand Valley State University, limnology courses

REACHING OUT TO EDUCATION GROUPS  National COSEE Council, ongoing since 9/09  National Science Teachers Association, 3/10  National Project WET Conference, 6/10  National Marine Educators Association, 7/10  State science education and EE associations, since 7/10  North American Association for Environmental Education, 10/10  NOAA Education Council, 7/11  National Council for Geographic Education, 8/11  Great Lakes Stewardship Initiative, 11/11  Great Lakes Climate Change Science and Education Systemic Network, 11/11 28

1. The Great Lakes, bodies of fresh water with many features, are connected to each other and to the world ocean. A. GL dominate North American landscape, form political boundary B. System includes Lakes Superior, Huron, Michigan, Erie, Ontario; plus connections, harbors, bays C. 20% of world’s fresh surface water; coastline longer than Atlantic D. Flow West-East; rivers transport materials into watershed and ocean E. Integral part of water cycle, impacted by system changes F. Currents within lakes, influenced by wind, waves, density, sun, shape of basin G. Lake levels change with precipitation, runoff, snowmelt, evaporation, wind. H. Stratification occurs winter and summer in some parts of lakes; turnover restores nutrients and O 2 to depths. I. Although Lakes are large, resources are limited.

2. Natural forces formed the GL; the lakes continue to shape the watershed’s features. A. Bedrock types: igneous & metamorphic in upper lakes, sedimentary in lower lakes. Many rocks shaped by glaciers. B. Ice Ages brought mile-thick ice, depressed crust that is rebounding now; Beach ridges mark ancient lake shores. C. Lake level changes influence physical features of coast. D. Erosion definition and materials movement E. Sediments, origin and distribution

3. GL influence local and regional weather and climate A. GL affect weather and climate by impacting the basin’s energy and water cycles. B. Water cycle processes in the GL region C. GL modify local weather and climate D. Influence on regional climate; downwind precipitation E. GL are influenced by larger climate change patterns; with global change the region can expect warmer and drier conditions.

4. Water makes Earth habitable; fresh water sustains life on land. A. Fresh water has unique properties. Its density and electrical conductivity [a measure of salinity] are lower than that of salt water. B. Water is essential for life. All living processes occur in an aqueous environment.

5. The GL support a broad diversity of life and ecosystems. A. Size range from bacteria to sturgeon B. Most life is microorganisms; important 1 0 producers C. GL watershed supports organisms from every kingdom on Earth. D. Life cycles, adaptations and relationships E. Habitat is 3-Dimensional, from shoreline and surface to lake floor F. Habitats defined by environmental factors; life not evenly distributed G. Ecosystem processes affect distribution & diversity. H. Wetlands, including marshes and estuaries, provide important ecosystem values and functions. I. Ecosystem altered by non-native species

6. The GL and humans in their watersheds are inextricably connected. A. GL supply fresh water, food, minerals, energy to >40M people B. 1/3 of N Am population lives in the GL watershed. C. Lakes affected directly by human decisions and actions in 8 states, 2 provinces, and tribal lands D. Laws govern input and withdrawal from lakes; development, pollution, biological alteration impacts E. Land use, natural hazards, shoreline modifications can exacerbate effects of natural changes. F. People must learn to live sustainably to conserve & manage resources.

7. Much remains to be learned about the Great Lakes. A. Ongoing explorations offer opportunity for inquiry and investigation. B. Understanding is more than curiosity; it contributes to protection of the system and its resources. C. The GL have changed over time; sustainability depends on understanding the potential and the limitations of the system. D. New technologies expand exploration, monitoring, and information for decision making. E. Models help understand complexity the complexity of the GL. F. GL understanding is interdisciplinary, requires collaboration, education and communication.

8. The GL are socially, economically and environmentally significant to the region, the nation and the planet. A. GL are sources of Inspiration, recreation, renewal and discovery; they are also important in the heritage of many cultures. B. The GL have been important in historical human settlement. C. Climate moderation affects on culture, agriculture, health, activities D. Shipping moves millions of tons of cargo annually through the lakes, but is also a vector for nonnative species invading the system. E. The economy associated with the Great Lakes is diverse. F. Historical degradation & lessons learned; now the GL are a model for environmental protection, restoration, innovation.

ACKNOWLEDGEMENTS  COSEE CA sponsorship  Ohio Sea Grant Communications  COSEE GL staff and advisors  Reviewers of drafts  Early adopters! 37