| Most of the review and discussion of the CFDs took place as asynchronous conversation threads. We also had three synchronous conversations scheduled so that reviewers and facilitators could talk with one another in a more traditional fashion. These took place: - Monday, November 10 at 10 am Hawaii time, 12 pm PST, and 3 pm EST
- Friday, November 14 at 10 am Hawaii time, 12 pm PST, and 3 pm EST
- Tuesday, November 18 at 10 am Hawaii time, 12 pm PST, and 3 pm EST
This webpage provides background and instructions for this public review of the Scope and Sequence Conceptual Flow Diagrams developed for the Ocean Literacy Principles. There is also a list of exceptional marine educators and scientists that will be supporting this review
as facilitators. Links to these CFDs for the seven principles and four grade bands are provided in a matrix below. If you have any questions about the process, scope and sequence, conceptual flow diagrams, etc, please contact Lynn Tran at lynn.tran@berkeley.edu or Scott Carley at scarley@coexploration.net. Thank you for your participation. Background | Instructions for Reviewers | Facilitators | Concept Flow Diagrams Background  | The “Ocean Literacy: The Essential Principles of Ocean Sciences K-12” is a document created by hundreds of scientists and educators, and have had a huge impact on ocean sciences education programs, exhibits, curricula and even some state science standards around the US. This document identifies the big ideas that high school graduates should understand about the ocean in order to be considered ocean literate. | The Ocean Literacy Scope and Sequence breaks down these big ideas into four grade bands (K-2, 3-5, 6-8, and 9-12), in order to provide guidance to curriculum developers, standards committees, informal science educators, and teachers regarding how to help learners build their understanding of the Principles from the earliest grades to the end of high school. The S
cope and Sequence takes into account developmental appropriateness, state and national science standards, and what learners need to know to help them understand higher-level concepts. The Scope and Sequence intends to show, graphically, - the science concepts underlying the Principles and how they are connected;
- developmental appropriateness – are the concepts appropriate grade bands and do they build towards higher-level concepts?;
- standards correlations; and
- how instruction of the concepts might “flow”.
| We created conceptual flow diagrams (CFDs) to organize and present the Scope and Sequence. A conceptual flow is an instructional sequence of concepts and supporting ideas nested in a hierarchy. It is distinguished from a concept map in that it addresses concepts in a unit of instruction and has both a hierarchy of ideas (indicating the relationships between and among the ideas) and a direction (i.e., the sequence for instruction of the unit). It is distinguished from an outline in that it is a diagram rather than pages of text. For each of the 7 Principles we broke down the major ideas & concepts into four grade bands: K-2, 3-5, 6-8, & 9-12. So in total, we have 28 CFDs, one for each grade band for each Principle!! |  | back to the top Instructions for Reviewers Everyone is welcomed and encouraged to review as many
CFDs as possible. We want and need feedback, critique, comments, suggestions, etc for all CFDs individually as well as within a Principle across all 4 grade bands and across all 7 Principles within a grade band. Each CFD will have its own virtual workroom and a facilitator. Here, reviewers and facilitators will chat, discuss, argue, review, and revise the content and organization of that CFD. We used CMAP Tools (http://cmap.ihmc.us) to create the CFDs, and share them with you as a PDF. Unfortunately, you will not be able to manipulate the components of the CFDs during your discussions, but we labeled each concept bubble on the CFD to assist your conversations. Facilitators are there to help keep the conversations on track and moving, and to update the CFDs in the light of these conversations. During the review, there are several focus questions to guide your discussions & commentaries: - For the knowledge that is presented, is the science accurate and organized sensibly?
- Is the knowledge that is presented developmentally appropriate for that grade band?
- Are the concepts appropriately nested with biggest ideas at the top, smaller more fact-oriented ideas below?
- Do the concepts "flow" in a possible instructional sequence?
- Is the wording precise and engaging; is it well written?
- What state and/or national standards correlate with the concepts?
As a Reviewer, we ask that you bring your expertise in ocean science research and (formal and informal) education to address the above 6 questions for the CFDs. This includes reviewing the contents of the concept bubbles and the connections and organization
of the CFD, and making suggestions, as needed, for revisions based on conceptual development, developmental appropriateness, and standards. You are free, and encouraged, to jump between CFDs in order to offer suggestions, make comments, identify gaps and connections, and simply, share your knowledge and experience. back to the top Facilitators The following exceptional marine educators and scientists supported the reviews of the Conceptual Flow Diagrams (CFDs). They acted as "parents" for the review of one or more of the CFDs - helping the reviewers to come to consensus about revisions that need to made to the CFD. The facilitators also worked together to make sure that there was consistency among the CFDs over the principles in a grade band or over the grade band for a single principle. We all hope that this was an challenging and rewarding experience for all. The results of this public review will shape the development of resources for the promotion of ocean literacy well into the future. | NAME | INSTITUTION | PRINCIPLE | GRADE BAND | | Roberta Dean | Marine Science Educator
Birch Aquarium @ Scripps Institution of Oceanography
University of California, San Diego | 1 | K-2 | | Lynn Whitley | Director of Education
Wrigley Institute for Environmental Studies
and Sea Grant Program
University of Southern California
| 2 and 3 | K-2 | | Catherine Halversen | MARE: Marine Activities, Resources & Education
COSIA: Communicating Ocean Sciences to Informal Audiences
Lawrence Hall o
f Science
University of California, Berkeley
| 4 and 5 | K-2 | | Craig Strang | Associate Director
Lawrence Hall of Science
University of California, Berkeley
| 6 and 7 | K-2 | | Bob Stewart | Texas A&M University | 1 | 3-5 | | Noelle Apostol | Marine Science Educator
Lawrence Hall of Science
University of California, Berkeley | 2 | 3-5 | | Frannie Coopersmith | Maui Community College | 3 | 3-5 | | Mellie Lewis | Elementary school teacher | 4 | 3-5 | | Beth Jewell | Middle School teacher | 5 | 3-5 | | Lynn Tran | Center for Ocean Science Education Excellence
Center for Research, Evaluation, & Assessment
Lawrence Hall of Science
University of California, Berkeley
| 6 | 3-5 | | Janice McDonell | Science Engineering & Technology Agent
Associate Professor
Department of 4-H Youth Development
Rutgers University | 7 | 3-5 | | Mike Senise | Lead Educational Technology Resource Teacher
Educational Technology Department
Office of the Chief Information and Technology Officer
San Diego Unified School District. | 1 | 6-8 | | Emily Weiss | Ocean Immersion Coordinator
MARE: Marine Activities Resources and Education
Marine Science and Literacy Education Specialist
Lawrence Hall of Science
University
of California, Berkeley | 2 | 6-8 | | Eric Simms | Scripps Institution of Oceanography | 3 | 6-8 | | Emily Griffen | Marine Science Educator
Lawrence Hall of Science
University of California, Berkeley | 4 | 6-8 | | Ania Driscoll-Lind | Science Specialist
American School in London | 5 | 6-8 | | Sarah Schoedinger | Senior Program Manager
Office of Education
National Oceanic and Atmospheric Administration | 6 | 6-8 | | Paula Keener-Chavis | Director, Education Programs
Ocean Exploration and Research Program
National Oceanic and Atmospheric Administration
| 7 | 6-8 | | Rita Bell | Director of Education
Monterey Bay Aquarium | 1 | 9-12 | | Adina Paytan | Scientist @ Institute of Marine Sciences
Department of Earth & Marine Sciences
University of California Santa Cruz | 2 | 9-12 | | Diana Payne | Chair, Sea Grant Education Network
Assistant Professor in Residence
Education Coordinator, Connecticut Sea Grant | 3 | 9-12 | | Pat Cooper | Associate Dean for Academic Affairs
University of Hawaii | 4 | 9-12 | | Sarah Pedemonte | Marine Science Educator
Lawrence Hall of Science
University of California, Berkeley | 5 | 9-12 | | Francesca Cava | Program Manager
Education and Children's Programs
National Ge
ographic Society | 6 | 9-12 | | Judy Lemus | Academic Program Specialist
Hawaii Institute of Marine Biology
University of Hawaii | 7 | 9-12 |
back to the top Concept Flow Diagrams In each cell of the following matrix there are direct links to pdf versions for each CFD. We encourage you to print these pdfs by right- or ctrl-clicking on the link. They will help you in your review of the CFDs. In some cases we have split the full CFD into several smaller pdfs that are more suitable for printing and detailed study. These pdfs can also be viewed in a separate browser window by clicking on the link. In some cases however these pdfs may not load in your browser window. In that case you can always download and print the page(s). Now that the public review process is over, you should direct any further comments to Lynn Tran at lynn.tran@berkeley.edu or Scott Carley at scarley@coexploration.net. Thanks again for your participation. back to the top |
