1. Enrichment of Science Education Using Ocean Observatories and Real Time Data Streams
Rutgers Marine and Coastal Sciences
Mid-Atlantic Center for Ocean Sciences Education Excellence

2. Mid-Atlantic COSEE
Capitalize on regional expertise and partnerships to promote the ocean sciences for inquiry-based, interdisciplinary learning experiences
Promote the effective use of information technology
Facilitate professional development for K-12 educators
Develop, identify, and distribute exemplary curricula
Promote the education of public audiences
Foster inclusion of under-represented groups in the ocean sciences

6. C.O.O.L. Classroom

8. C.O.O.L. Classroom Evaluation
Piloted the C.O.O.L. Classroom with 21 educators around the country
Teachers are willing to use online lessons, but the lessons must fit with content they're already teaching
Teachers want online lessons to be simple, mostly self-explanatory and self-contained - the content can be complex, but the lessons shouldn't be
Students are more involved if the lessons are relevant to their lives/experiences
Evaluation, and corresponding changes, are essential
Teachers always use the lessons in unexpected ways
Teachers need training/support for implementation

9. C.O.O.L. Classroom Evaluation
70% of participants regularly use the Internet/websites with their students
100% of participants agreed/strongly agreed they could use the lessons with their students, and 90% would use them again next year
96% of participants found the lessons easy to integrate into their existing curriculum
Nearly 50% of participants felt they could use more training on the use of the website
C.O.O.L. Classroom was structured to promote an understanding of what scientists do, as well as a sense of interaction with the scientific community, and was effective in doing so – 81% and 62% of participants agreed, respectively

10. C.O.O.L. Classroom Evaluation
Introductory units well received and used often
Biology Project used the most and best received – liked the layout
Earth Science and Physics used less – too long, difficult and complicated based on the few who looked at it
Almost all participating teachers went through the Teachers Guide
Site worked best with 6th grade and up
Suggestion not to identify projects by subject matter

11. C.O.O.L. Classroom Evaluation
Time estimates for lesson completion were insufficient
Instructions need to follow students as they open new windows
Some teachers having their students do Power Point presentations or web sites instead of a writing assignment
“What’s C.O.O.L.?” and “C.O.O.L. Facts” were least used sections of site
Students generally liked tutorials in the format of the “Control Room”
Students and teachers liked embedded quizzes
Should allow for ~6-10 hours to go through an entire unit

12. C.O.O.L. Classroom - Future
Work will continue to improve existing site structure and content based on evaluation results
Marine Microbiology unit to be added during
Developed in conjunction with professional curriculum developers
Piloted with classroom educators

14. Taking the Pulse of Our Changing Planet
Connect observatory scientists and classroom educators to provide innovative uses of Internet published real time, or near real time, data from coastal observing systems
Explore the role of coastal ocean observatories and remote sensing systems in the study of the physical/chemical/biological processes of the coastal ocean and coastal watersheds
Emphasis on real time, and near real time, data streams
How can the concepts of ocean science, and real time data streams enhance existing science lessons/curricula?
July 11-17, University of Maryland - Horn Point Laboratory
Includes field experiences, and web-based and classroom instruction

15. Visit Us Mid-Atlantic Center for Ocean Sciences Education Excellence
The C.O.O.L. Classroom
Jacques Cousteau National Estuarine Research Reserve
Striper Tracker