1. The NOAA Ocean Data Education (NODE) Portal Caroline Joyce, University of Wisconsin – Milwaukee Todd Viola, Port Aransas, Texas Michiko Martin, NOAA National Marine Sanctuaries Atziri Ibanez, NOAA National Estuarine Research Reserves Ken Casey, NOAA National Oceanographic Data Center

2. Session Agenda Project origins and partners Curriculum approach El Niño curriculum module & data Sea level and water quality modules

3. IOOS Education – NOAA Project Examples NOAA Data Education Project (NODE)‏ Partnership Project between NERRS, NMSP, NODC, and the OEd to: Demonstrate how data can be easily integrated to tell a compelling story. Provide a test-bed for development of educational applications of IOOS data. Analyze the usability of IOOS data by the non-scientific public.

4. What are National Estuarine Research Reserves? “Protected areas designated for long-term research, education and stewardship. Reserves will serve to enhance public awareness and understanding of estuarine areas, and provide suitable opportunities for public education and interpretation ” Coastal Zone Management Act (sec. 315)‏

5. A network of 27 protected areas established for long-term research, education and stewardship

6. National Marine Sanctuaries “Areas of the marine environment with special conservation, recreational, ecological, historical, cultural, archeological, or esthetic qualities…” National Marine Sanctuary Act (sec. 301)‏

8. National Oceanographic Data Center The national repository and dissemination facility for global oceanographic data

9. Providing continuous data on our ocean, coastal waters, and Great Lakes for research and to inform decision-making NOAA IOOS: Integrated Ocean Observing System

10. NERRS IOOS Front End Evaluation We investigated the ways by which K-12 teachers and students can use real-time data and associated education products to understand and appreciate the role that the environment, in particular the ocean, plays in their lives.

11. Literature Review Key Findings: Lessons need to be flexible. Activities should encourage participation in multi-school communities. Focus on how AND why students are doing data collection and analysis. Involve students in the full scientific process Scaffold the lessons so that at first there are more steps and guidance, but gradually they become more student- driven and open-ended.

12. Literature Review Key Findings: Visualization and modeling tools are essential to the development of RTD projects. Choose a diverse team in developing RTD lessons. Teachers are a critical link in the successful integration of RTD into the classroom curriculum.

13. Front End Evaluation Recommendations & Conclusions Simple page layouts Data that are easy to get to... just a few clicks Good, easy-to-access explanations of content and terms Map interface to show where data are collected Local data sets that could also be compared to places nationwide Data visualization tools (ability to graph, map, chart data)‏ Easy to download Excel or spreadsheet format Tips on getting started Different entry points for different levels of learners

14. dataintheclassroom.org

15. Project Components Three curriculum modules Middle school, grades 6-8. Each contains five activities at scaled levels of interaction. Web browser-based with student materials available in a downloadable format for printing. Correlated to National Standards in Science, Mathematics and Geography. Online tools for accessing data and producing visualizations.

16. Curriculum Approach 5Invention: Highest cognitive level. Student driven. 4Interactivity: Students analyze data and discuss findings using problem solving techniques and technology driven tools 3Adaptation: Students use portal tools to play and practice what they know. 2Adoption: Students use drill and practice using online tools to gather data. 1Entry: Students look at research questions and discover data that helps them understand key principles & concepts. Levels of scaled interaction

17. El Niño

18. El Niño Teacher Guide

21. El Niño 5Invention: Students will design their own plan to answer a research question. 4Interactivity: Students will investigate the relationship between two different data sets by writing a hypothesis and examining it using data. 3Adaptation: Students will apply data skills to a real problem – detecting an El Niño event. This activity uses guided inquiry and investigation design. 2Adoption: Students will examine another way of displaying temperature data in order to understand the benefits of different displays. 1Entry: Students will learn how to access and interpret data maps to display sea surface temperature (SST).This is a teacher-led discussion and activity. Levels of scaled interaction

23. El Nino Level 2

25. El Nino Level 4

26. El Niño Level 5: Design Your Own Investigation Develop a research question and a hypothesis. Apply skills from earlier levels to go online and find data. Keep a log of specific data views. Consider whether specific data helps support or disprove the hypothesis.

27. Technology Goals Develop easy-to-use Web browser-based interfaces. Build on existing NOAA software tools and services that conform to IOOS data management best practices. Create examples that can be modified and expanded upon.

28. Tapping into data Live Access Server (LAS), developed at NOAA Pacific Marine Environmental Laboratory Web Services for System Wide Monitoring Program data, offered by the NERRS CDMO Google Maps application programming interface (API)‏

29. Original interface

30. NODE interface

32. Sea Level

33. 5Invention: Students will design their own plan to answer a research question. 4Interactivity: Using what they learned about typical tide measurements at a location, students will measure water height during a storm event. 3Adaptation: Students will apply their skill calculating the mean to real tide data in order to characterize the typical tide behavior at a selected location. 2Adoption: Students will generate some sample data using a simple model of the ocean. Using these data, they will compute values for mean and deviation in order to understand how real data is reported. 1Entry: Students will learn how to read maps of global sea surface height deviation (SSHD) based on satellite altimetry and relate what they see to simple hands-on demonstrations of forces that influence sea surface height. Levels of scaled interaction

34. Tide Model Applet

35. Water Quality 5Invention: Students develop their own hypothesis to examine using real data. 4Interactivity: Students consider a hypothesis to explain salinity patterns at two different sites. 3Adaptation: Students begin to look at time series over longer periods, e.g: month, year. Look for patterns. 2Adoption: Students practice generating time series graphs of other SWMP parameters, e.g: salinity, dissolved oxygen. 1Entry: Students examine a graph of water temperature from a specific SWMP station and learn how to interpret essential information from the graph. Levels of scaled interaction

36. Water Quality Form

37. Opportunities for Participation Sign up If you are interested in helping us test the new curriculum modules for this project, please take a moment to visit our Web site and register. Use the curriculum Once you've registered, feel free to try any of the curriculum modules available on our Web site. Tell us what you think After using the curriculum, be sure to fill out an evaluation survey. You can earn continuing education credits through the University of Wisconsin.

38. Thank You www.dataintheclassroom.org