Part 2: CIOSS & SMILEcioss.coas.oregonstate.edu/CIOSS/workshops/CI...The OR Conference The event was structured like a professional scientific conference (including acronyms). For

Part 2: CIOSS & SMILEPart 2: CIOSS & SMILEA Partnership for Ocean Sciences A Partnership for Ocean Sciences

EducationEducation

What is the SMILE Program?What is the SMILE Program?

SMILE is the Science & Math SMILE is the Science & Math Investigative Learning Investigative Learning Experiences (SMILE) ProgramExperiences (SMILE) Program

Why SMILE?Why SMILE?

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

math related fields.math related fields.

How Does SMILE Do It?How Does SMILE Do It?

SMILE collaborates with scientists, SMILE collaborates with scientists, mathematicians and Oregon school mathematicians and Oregon school districts to provide afterdistricts to provide after--school school clubs for science and math clubs for science and math enrichment.enrichment.


SMILE brings students to college SMILE brings students to college campuses to experience a piece of campuses to experience a piece of college for themselves. college for themselves. SMILE clubs provide science and SMILE clubs provide science and math enrichment for 4th through 12 math enrichment for 4th through 12 grade students.grade students.


SMILE also offers professional SMILE also offers professional development for the teachers who run development for the teachers who run SMILE clubs.SMILE clubs.

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

CIOSS & SMILECIOSS & SMILE

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

The ChallengeThe Challenge

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

The ScenarioThe Scenario

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

PrePre--scenarioscenarioDevelop skills and concepts in clubs Develop skills and concepts in clubs through simple handsthrough simple hands--on activities.on activities.

Making WavesMaking WavesComprehending Currents (temp & Comprehending Currents (temp & density)density)Tracking TidesTracking TidesWeather StationsWeather StationsMapping activitiesMapping activitiesOil Spill CleanOil Spill Clean--upup

PrePre--ScenarioScenario

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

Scenario DevelopmentScenario Development

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

The OR ConferenceThe OR Conference

i

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

Team BuildingTeam Building

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

Key Note SpeechKey Note Speech““Working on theWorking on theSame FrequencySame Frequency”” ––Benjamin Dotson, Benjamin Dotson, USCGUSCG

Ship in DistressShip in Distress

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

ESI Map of PeteESI Map of Pete’’s Bays Bay

Teams were given base maps and had to collect key Teams were given base maps and had to collect key information from other maps arranged by information from other maps arranged by ““resourcesresources”” to to compile an ESI map of the area.compile an ESI map of the area.




Students had booklets with questions to guide them in Students had booklets with questions to guide them in thinking about the resources in each area, working in teams.thinking about the resources in each area, working in teams.

Student and Professional ESI Student and Professional ESI MapsMaps

Oil Spill in PeteOil Spill in Pete’’s Bays 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.

Students Become SpecialistsStudents Become Specialists

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

Specialist AreasSpecialist Areas

GIS/MappingGIS/MappingOil Recovery and RemediationOil Recovery and RemediationShoreline Habitat AssessmentShoreline Habitat AssessmentCommunications SpecialistsCommunications SpecialistsOil spill modeling and probabilityOil spill modeling and probabilityWeatherWeather

Specialist Area Specialist Area –– Using the NOS/Hazmat Using the NOS/Hazmat ““GnomeGnome”” trajectory modeltrajectory model

General processes affecting surface trajectories are General processes affecting surface trajectories are discussed discussed –– winds, tides, currents.winds, tides, currents.


A cluster of passive tracers is release and tracked A cluster of passive tracers is release and tracked by the model by the model –– on different parts of the tidal cycle, on different parts of the tidal cycle, without and with winds, changing wind direction, without and with winds, changing wind direction, ……


Conditions under which some of the Conditions under which some of the parcels enter Peteparcels enter Pete’’s Bay are discussed.s Bay are discussed.

Making a PlanMaking a Plan

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


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


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

Communicating the PlansCommunicating the Plans

The students clearly enjoyed their new roles as The students clearly enjoyed their new roles as experts and the ability to experts and the ability to ““explainexplain”” the situation to the situation to the rolethe role--playing teachers and college students.playing teachers and college students.


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


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


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


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

Looking Toward the FutureLooking Toward the Future

The SMILE CIOSS partnership will The SMILE CIOSS partnership will continue next year with another continue next year with another oceanographyoceanography-- based high school based high school event.event.Next year we plan to focus on a Next year we plan to focus on a fisheriesfisheries--based scenario.based scenario.

Looking Toward the FutureLooking Toward the Future

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

A successful first ChallengeA successful first Challenge

This presentation is Part 2 of a 3 part series. This presentation is Part 2 of a 3 part series. Please continue with Part 3: Please continue with Part 3: ““Informal Informal EducationEducation””, , ““Free Choice EducationFree Choice Education””

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Part 2: CIOSS & SMILEcioss.coas.oregonstate.edu/CIOSS/workshops/CI...The OR Conference The event was structured like a professional scientific conference (including acronyms). For