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06.12.2009    

A case study describing how Robert (Bob) Khederian, a faculty member who teaches oceanography at the New England Institute of Art in Brookline, MA, uses the COSEE-OS multimedia tools in his oceanography survey course.

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06.12.2009    

A case study describing how Bryan Field, a veteran teacher of 12 years and science faculty member at Conant High School in Jaffrey, New Hampshire, uses the COSEE-OS multimedia tools to help his students organize information and see the bigger story.

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06.12.2009    

A case study describing how Jennifer (Jenn) Bowdoin, a first-year teacher and science faculty member at Tabor Academy in Marion, Massachusetts, uses the COSEE-OS multimedia tools to introduce the complex topics of global warming and climate change to her students.

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01.21.2009    

The COSEE-OS Concept Map Builder is a web-based tool that allows users to create customized concept maps linked to videos, images, news, and resources. The resulting maps can be exported as XML data or stored in our database for reuse or sharing with colleagues, students, and peers.

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01.21.2009    

This flash-based application allows users to explore concepts and their relationships through a variety of assets - videos, images, news articles, and teaching resources - within a profile that gives breadth and depth to the learning experience. The Ocean Climate Interactive, when used in conjuction with our Concept Map Builder, constitutes part of the COSEE-OS suite of ocean-climate multimedia known as the Concept Linked Integrated Media Builder.

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01.14.2009    

A presentation about the process and effects of creating the Ocean Literacy Principles and Essential Concepts.

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01.12.2009    

The Ocean Careers website is a nationwide project supported by COSEE California that can help you find:

  • A college, university or training center that specializes in ocean-related education
  • Professional societies that can provide career guidance and scholarships
  • Internships and jobs
  • Hundreds of related links to continue your career exploration
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01.08.2009    

This report gives an overview of the progress to to promote ocean literacy in classrooms. It highlights previous ocean literacy projects and shows how they have merged to provide a community vision for ocean literacy.

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01.08.2009    

The second Geoscience Education Working Group's report that includes a discussion of the overall status of the of the geoscience education and diversity community, recommendations for how the community can best promote improvements in geoscience education, and a set of strategies for strengthening geoscience education and diversity programs.

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01.08.2009    

Find hundreds of related links to continue your career exploration - explore over fifty ocean-related careers, find a college, university or training center that specializes in ocean-related education, find professional societies that can provide career guidance and scholarships, and find internships and jobs.

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01.08.2009    

A whole-school interdisciplinary marine science program at the Lawrence Hall of Science offering year-round professional development opportunities, including events that immerse your whole school—faculty, students and families—in the study and celebration of the ocean.

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01.07.2009    

The Ocean Literacy Campaign is changing the way educators and the public think about ocean sciences education: teaching ocean sciences is not just enrichment, but is essential to science literacy. Read about how the Ocean Literacy Campaign is bringing about a paradigm shift in the way educators and the public think about Ocean Sciences Education.

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01.07.2009    

An article that describes some of the COSEE Network goals and discusses how the Network has been successful in working toward those goals.

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01.07.2009    

Read about how the COSEE Network evaluates its programs to understand the collective impact of the local Centers on ocean sciences education nationally.

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01.07.2009    

Together educators and ocean scientists have developed and teach a university course entitled Communicating Ocean Sciences that is now being taught in several institutions of higher education nationwide. The course is designed for undergraduate and graduate science students interested in improving their ability to communicate about complex science concepts. This paper focuses on the content, outcomes, and potential of the Communicating Ocean Sciences course.

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12.30.2008    

This guide provides basic information for scientists who wish to engage in education and public outreach (EPO). Engaging in EPO can be an excellent way to address funding agencies’ requirements that proponents articulate the broader societal value of their research.

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10.31.2008    

COSEE-OS concept maps are designed to help teachers and their students understand the connections and relationships between climate & oceanography. These maps are created through discussion and collaboration and are ideal instruments in revealing their authors' understanding of a topic. For scientists, concept mapping helps them share their understanding of connections in the earth system. For educators, concept maps can be powerful tools for exposing and clarifying topics in the classroom.

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07.01.2008    

This resource explores Australia's Great Barrier Reef, the largest structure on Earth built by living organisms. It demonstrates the types of relationships among living things that have contributed to this incredible biodiversity and elaborates on some of the adaptations that have enabled species to survive and reproduce in this unique habitat.

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04.14.2008    

This interactive flash animation allows students to compare the sizes of the smallest organisms we know of on our planet. Starting with the head of a pin at 2 millimeters in diameter, students can use this animation to compare the relative sizes of cells and organisms small enough to sit on a pinhead. Nearly invisible without magnification, dust mites dwarf pollen grains and human cells. In turn, bacteria and viruses are even smaller.

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04.08.2008    

The North Atlantic Oscillation (NAO) may pale against El Nino's press, but this climate pattern can kick up a commotion all over the Northern Hemisphere. Lately, scientists have been discovering why. This four-part story describes the NAO, how it "does its thing," how data are "hunted and gathered," and NAO forecasting efforts.

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04.06.2008    

The North Atlantic Oscillation (NAO) is a seesaw in atmospheric pressure between the subtropical high-pressure system over the Azores Islands and the subpolar low-pressure system over Iceland. Using this interactive flash, users can click on any of the highlighted years featured in the NAO index timeline to learn how the NOA may have affected history.

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04.06.2008    

This lesson explores the relationship between density and ocean currents. Deep ocean currents are caused by differences in water temperature and salinity (density). In this experiment, the students will hypothesize the cause of ocean currents and then develop a model to help explain the role that temperature plays in deep ocean currents.

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04.06.2008    

The North Atlantic Oscillation (NAO) is a seesaw in atmospheric pressure between the subtropical high-pressure system over the Azores Islands and the subpolar low-pressure system over Iceland. Users can learn more about the POSITIVE and NEGATIVE phases of the NAO and how it affects the climate of the North Atlantic region by clicking on the LOW and HIGH icons.

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03.25.2008    

Dr. Martin Visbeck's online slide show about the North Atlantic Oscillation (NAO) is intended for older high school or undergraduate audiences. It gives background on the NAO, its impacts (temperature, precipitation, storminess, economics), its effects on the North Atlantic Ocean, the stratosphere, and global warming.

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02.24.2008    
 
Muir Glacier

This learning activity is part of an overall series entitled "The Potential Consequences of Climate Variability and Change". This series of three activities demonstrates some effects of rising levels of greenhouse gases on climate.

The first activity, "How Does the Make-up of the Atmosphere Affect Temperature?", asks students to construct a model to address the matter of increasing levels of greenhouse gases and their relationship to increasing atmospheric temperatures. The second activity, "How Do Higher Temperatures Affect the Water Cycle?", will demonstrate how an increase in temperature will speed up the water cycle, resulting in higher rainfall amounts followed by increased evaporation and subsequent drought. The final activity, "What Will Happen if Climate Variability and Change Cause Glacier and Polar Ice Cap Melting?", will show how the melting of ice can lead to a rise in sea level and subsequent flooding of coastal areas.

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