The Ocean Literacy Campaign ad-hoc committee is pleased to announce the publication of a new version of “Ocean Literacy: The Essential Principles and Fundamental Concepts of Ocean Sciences for Learners of All Ages.”  This guide replaces the version first published in July 2005 as “Ocean Literacy: The Essential Principles and Fundamental Concepts of Ocean Sciences K-12.”

What’s New?  One of the biggest changes readers will notice in the redesigned version is the absence of the matrix linking the ocean literacy principles and concepts to the National Education Science Standards. With the publication of the Next Generation Science Standards (NGSS) in April 2013, new linkages to the NGSS will be made in the coming months and posted on www.oceanliteracy.net.  Additionally, some of the wording in the principles and concepts has been clarified based on feedback that was received over the intervening years as the scope and sequence was developed.  Some of these changes include: an additional concept for Essential Principle 4 that describes the role of the ocean in providing water, oxygen, and nutrients and moderating climate as well as the integration of ocean acidification into existing concepts.

This new guide also adds information on how the guide has been used in the past eight years; describes related international developments; and provides links to social networks for the Ocean Literacy Campaign on Facebook and Twitter.

Why Now?   The publication of the NGSS provides a new focus for science education in the United States and several sections of the 2005 version were out of date and the numbers of hard copies were depleted.  A  small group of educators, scientists and policy makers representing the larger community were responsible for this revision.  Please see the Acknowledgements page of the guide for the list of the people and organizations that contributed to this revision.

Want a copy immediately?  A version suitable for printing on letter-size paper is available online at: http://www.coexploration.org/oceanliteracy/documents/OceanLitGuide_LettersizeV2.pdf.  Hard copies of guide, which include an 18”x 17” poster of the principles and concepts, can be requested by sending an email to education@noaa.gov.   NOAA retains the copyright to this new version of the guide. Please contact education@noaa.gov if you wish to translate or reproduce this guide in whole or part.”

For more information on developments and activities of the Ocean Literacy Campaign, please visit http://www.oceanliteracy.net and follow us on twitter @4oceanliteracy.  You can also support ocean literacy efforts by becoming a member of the National Marine Educators Association (NMEA) at http://www.marine-ed.org.

Craig Strang and Peter Tuddenham gave a joint presentation on 10 years of Ocean Literacy efforts in the USA. Their presentation was in three parts, the first covering the 10 year history from Craig Strang, and then Peter Tuddenham gave an overview of the design principles and processes. The third part was a facilitated discussion that was designed to demonstrate some of the principles, namely conversation, listening, inclusion, collaboration and transparency. The abstract is posted below the videos.

Here are the three parts of their presentation:

Part One – Craig Strang

Ocean Literacy presentation in Bruges, Belgium – Craig Strang from College of Exploration on Vimeo.

Part Two – Peter Tuddenham

Ocean Literacy presentation in Bruges, Belgium – Peter Tuddenham from College of Exploration on Vimeo.

Part Three – Discussion

Ocean Literacy Discussion in Bruges, Belgium from College of Exploration on Vimeo.

Abstract

10 years of Ocean Literacy in the USA and beyond: Actions, Results, Reflections and Discussion
Strang Craig1 and Peter Tuddenham2
1 Lawrence Hall of Science, University of California, 94720-5200 Berkeley, USA
E-mail: cstrang@berkeley.edu
2 College of Exploration, 230 Markwood Drive, 20165-5813 Potomac falls, USA
E-mail: Peter@coexploration.net

This three part session will: 1) trace the path of the Ocean Literacy Campaign in the USA, including the actions and results to date; 2) highlight the processes and principles that are promoting an ocean literate world; and then 3) engage conference delegates in a short discussion.

In the USA in 2002 scientists, educators and policy makers began a national conversation about how to include the ocean in the mainstream K-12 curriculum, and also what about the ocean is most important to teach, both in geography and science. The National Geographic Society, the National Oceanic and Atmospheric Administration, the National Marine Educators Association, the Centers for Ocean Sciences Education Excellence and The College of Exploration began a process of building a grass roots Ocean Literacy Campaign. After an online conference of scientists, educators and, policy makers, a definition for Ocean Literacy was drafted, and 7 essential principles and 44 fundamental concepts were agreed upon. From this beginning the work has continued to include developing a comprehensive K-12 conceptual scope and sequence, to influence the direction of new national science education standards, government ocean policies and public understanding of the importance of the ocean to all life.
The direct involvement of hundreds of scientists and educators in the process has built a shared language and ownership of all aspects of the Ocean Literacy Campaign. We have facilitated national conversations and large-scale decision making with the support of asynchronous technologies and a technology supported facilitation process. The Campaign has now influenced whole systems that establish funding and set priorities related to ocean science education within the national conversation about science education.

The work in the USA has prompted several other countries to consider the extent to which ocean subjects are included in school curriculums and other aspects of the education system. Other ocean literacy efforts in Japan, Portugal, Chile, China, Australia, Canada, and South Africa are in various stages of development.

In most countries the ocean is not a part of the school curriculum. The majority of populations have little or no knowledge about the issues concerning the ocean nor the role the ocean plays in our lives from food to energy to weather and climate to international trade to the air we breathe. The ocean must be a part of every student’s education.

As the quest for an ocean literate world progresses we must be sensitive to regional and national priorities and realities and the use and nuance of language in building shared understandings. Making the ocean meaningful and relevant to every individual’s life by building connections through the web of water, and connecting to global issues of climate change and energy may offer directions to follow. To be ocean literate, or to know the ocean, must be a holistic experience, engaging all our senses and inspiring our lives by touching our souls not only through science and geography, but art, music, business, policy, essentially to include all disciplines and subjects.

After the two presentations we will facilitate a discussion about the challenges and processes of enhancing ocean literacy on a local, regional, country and global basis.

http://www.coexploration.org/oceanliteracy/ocean_literacy_principles_and_concepts.docx

http://oceanliteracy.wp2.coexploration.org/?page_id=3643

We know you are coming to the end of your opportunity to review and comment on the first draft of the NGSS. We hope that the attached document (see link)
http://oceanliteracy.wp2.coexploration.org/?page_id=3663will provide you with additional and more specific assistance in your effort to ensure that the ocean sciences content in the Framework for K-12 Science Education is not lost or diminished as it is translated into Standards. We have gone through the Framework and called out places where ocean sciences currently exists, and some places where the accuracy of some concepts can be improved by the addition of a few words.

Please let us know your feedback about the usability of the attached document.

Sincerely,
Craig Strang, Lawrence Hall of Science, COSEE CA, NMEA President-Elect
Arthur Eisenkraft, University of Massachusetts, Boston, COSEE OCEAN
Carmelina Livingston, National Science Foundation, COSEE SE, NMEA Board
Diana Payne, Connecticut Sea Grant, COSEE TECH, NMEA President
Cheryl Peach, Scripps Institution of Oceanography, COSEE California
Sarah Schoedinger, NOAA Office of Education, COSEE Council Ex-officio, NMEA Past-President
Lynn Tran, Lawrence Hall of Science, COSEE California
Peter Tuddenham, College of Exploration, COSEE CA and COSEE West
Lynn Whitley, USC Sea Grant, COSEE West, NMEA Past-President
On behalf of COSEE and NMEA for the Ocean Literacy Campaign
(www.oceanliteracy.net)
–
Craig Strang
Associate Director
Lawrence Hall of Science
University of California
Berkeley, CA 94720-5200
www.lawrencehallofscience.org/mare
www.coseeca.net
www.oceanliteracy.net

Achieve, Inc. is developing Next Generation Science Standards (NGSS) based on “A Framework for K-12 Science Education,” a guiding document developed by the National Research Council. Twenty-six “Lead States” are assisting Achieve by reviewing drafts and providing confidential feedback. The following is an open letter from the Ocean Literacy Campaign, a “NGSS Critical Stakeholder,” to reviewers on the lead state teams. Please forward to your colleagues who might be on a state team or might know someone who is.

Dear NGSS State Team Member,

Achieve, Inc. last week released a confidential draft of the Next Generation Science Standards for your review and comments. We are contacting you on behalf of the Ocean Literacy Campaign to let you know that the Next Generation Science Standards (NGSS) represent an historic opportunity to advance the goal of improving public understanding of the vital role the ocean plays in all our lives. This is a matter of great economic, social and scientific importance to all Americans. Hundreds of scientists and educators nationwide have joined together in the Ocean Literacy Campaign to ensure that ocean concepts are part of the Next Generation Science Standards (NGSS). On January 12, 2012, President Obama released a draft implementation plan for the National Policy for the Stewardship of the Ocean, Our Coasts and the Great Lakes that lists a milestone, “Include ocean content in Next Generation Science Standards.” As a member of your state’s review committee, we hope that you will join this national effort.

We have a powerful opportunity to ensure that every child gains a broad understanding of the importance of the ocean, especially its influences on the economy, climate, biodiversity, our food sources, and to the overall quality of our lives. Including ocean sciences in the NGSS is the single most important action that can be taken to alert the public to the importance of keeping our ocean healthy.

Because of active, coordinated involvement by the Ocean Literacy Campaign during the review and comment period for NRC’s A Framework for K-12 Science Education, that document includes an unprecedented treatment of ocean sciences. We now ask that your state team assisting in the development of the NGSS play an active role in ensuring that critical scientific information about the ocean is included in the final version of the standards themselves.

We hope that you will look specifically for ocean sciences concepts as you review drafts of the NGSS. The Ocean Literacy Campaign is not seeking to add more “ocean standards.” The goal of this effort is to adjust the core disciplinary ideas in NGSS so that they reflect the true complexity of the natural world, including the tremendous influence of the ocean on living things, Earth systems, and Earth processes. This inclusion and adjustment of language can occur in a variety of ways; for instance:

• There are aspects of life in the ocean and of ocean processes that are quite unique and unlike their counterparts on land and in the atmosphere. There often appears to be a default assumption that science exists exclusively in a terrestrial environment.

• In some cases, using ocean examples can simply provide a more full understanding of a complex concept; in other cases, the omission of ocean examples can lead to misconceptions or even factual incorrectness, e.g., referring to “organisms” as “plants, animals and microorganisms” might lead learners to ignore the important ecological role of macro-algae or to think that algae are plants, or worse yet, to never know that algae exist.

• Similarly, referring to only photosynthesis when discussing primary productivity denies learners the opportunity to understand the critical global ecological importance of chemosynthesis in deep sea hydro-thermal vents.

• While considerable attention is finally and rightfully being placed nationwide on understanding the causes and consequences of climate change, we have observed that many climate change education efforts have ignored the critical importance of the influence of the ocean on the climate, and vice-versa, the influence of the changing climate on the ocean.

To assist you in this challenging task, we refer you to community generated materials developed by the Ocean Literacy Campaign as resources. These include Ocean Literacy: The Essential Principles of Ocean Sciences K-12 and the Ocean Literacy Scope and Sequence for Grades K-12. You can find these resources at www.oceanliteracy.net.

We hope that you and your state team will play an active role in ensuring that the NGSS make it clear that students cannot be considered science literate without being Ocean Literate.

Please let us know if you would like any additional information to assist with your review.

Sincerely yours,

Craig Strang, Lawrence Hall of Science, COSEE CA, NMEA President-Elect

Arthur Eisenkraft, University of Massachusetts, Boston, COSEE OCEAN

Carmelina Livingston, National Science Foundation, COSEE SE, NMEA Board

Diana Payne, Connecticut Sea Grant, COSEE TECH, NMEA President

Cheryl Peach, Scripps Institution of Oceanography, COSEE California

Sarah Schoedinger, NOAA Office of Education, COSEE Council Ex-officio, NMEA Past-President

Lynn Tran, Lawrence Hall of Science, COSEE California

Peter Tuddenham, College of Exploration, COSEE CA and COSEE West

Lynn Whitley, USC Sea Grant, COSEE West, NMEA Past-President

On behalf of COSEE and NMEA for the Ocean Literacy Campaign

(www.oceanliteracy.net)

The process and document are based on the U.S. version featured here on this website. The oceanliteracy.net effort will make a short presentation today via Skype at today’s event.

Congratulations to the scientists and educators and policy makers in Portugal who are helping everyone understand the ocean’s influence on us all and our influence on the ocean.

This is an important development for the promotion of ocean literacy. The Ocean Literacy network is working to ensure that we have representation of ocean literacy in the 20 states taking the lead. Please be in contact with us by email oceanliteracy at coexploration.net or fill in the contact us form on this website, you can also call 703 433 5760 if you would like to help with this effort.

NEWS STATEMENT
CONTACT: Dana Tofig (202) 419-1570, dtofig@achieve.org

States to Lead Effort to Write New Science Standards

WASHINGTON, D.C. September 20, 2011 – A group of 20 states has been selected to lead an important effort to improve science education for all students.

The 20 states will lead the development of Next Generation Science Standards (NGSS), a state-led effort that will clearly define the content and practices all students will need to learn from kindergarten through high school graduation. The NGSS process is being managed by Achieve, a non-partisan education non-profit.

“The Lead State Partners will provide important leadership and guidance throughout the development of the Next Generation Science Standards and are to be congratulated for making a strong commitment to science education,” said Michael Cohen, president of Achieve. “This will be a collaborative process that will lead to a set of standards that provides America’s students a strong foundation in science for the 21st century and supports college and career readiness for all.”

The Lead State Partners are Arizona, California, Georgia, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, New Jersey, New York, Ohio, Rhode Island, South Dakota, Tennessee, Vermont, Washington and West Virginia.

The development of the Next Generation Science Standards is a two-step process. The first step was the building of a framework that identified the core ideas and practices in natural sciences and engineering that all students should be familiar with by the time they graduate. In July, the National Research Council released A Framework for K-12 Science Education, developed by a committee representing expertise in science, teaching and learning, curriculum, assessment and education policy.

The second step is the development of science standards based on the Framework. The 20 Lead State Partners will guide the standard writing process, gather and deliver feedback from state-level committees and come together to address common issues and challenges. The Lead State Partners also agree to commit staff time to the initiative and, upon completion, give serious consideration to adopting the Next Generation Science Standards. In order to be considered, states had to submit a letter with the signature of the Chief State School Officer and the chair of the State Board of Education.

Drafts of the science standards will be made available for public input at least two times during the NGSS development process. The NGSS should be completed by the end of 2012.

American students continue to lag internationally in science education, making them less competitive for the jobs of the present and the future. A recent U.S. Department of Commerce study shows that over the past 10 years, growth in Science, Technology, Engineering and Mathematics (STEM) jobs was three times greater than that of non-STEM jobs. The report also shows that STEM jobs are expected to continue to grow at a faster rate than other jobs in the coming decade.

“There is a clear benefit to providing our students with the strong science education they need to compete in college and the workplace,” said Dr. Stephen Pruitt, Vice President of Content, Research and Development at Achieve, who is coordinating the NGSS effort. “A strong science education provides all students with opportunities to be successful in the 21st century.”

For more information, visit the Next Generation Science Standards website at www.nextgenscience.org.

# # #

ABOUT ACHIEVE

Created in 1996 by the nation’s governors and corporate leaders, Achieve is an independent, bipartisan, nonprofit education reform organization based in Washington D.C. that helps states raise academic standards and graduation requirements, improve assessments, and strengthen accountability. Achieve is leading the effort to make college and career readiness a national priority so that the transition from high school graduation to postsecondary education and careers is seamless. In 2005 Achieve launched the American Diploma Project Network. Starting with 13 original states, the Network has now grown to include 35 states educating nearly 85 percent of all U.S. public school students. Through the ADP Network, governors, state education officials, postsecondary leaders and business executives work together to improve postsecondary preparation by aligning high school standards, assessments, graduation requirements and accountability systems with the demands of college and careers. For more information about the work of Achieve, visit www.achieve.org.