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NOAA OED - ELG FY2005 Awardees
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EDUCATION RESOURCES

 

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Environmental Literacy Grants Program

Grants for Formal K-12 Education: FY08-09

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Overview of Funding Announcement

In December 2007 NOAA's Office of Education (OEd) issued a request for applications for environmental literacy projects in support of K-12 education. Funded projects were between one and five years in duration and were designed to promote changes in K-12 education to expand the amount of Earth System Science taught in the classroom and improve student learning of that subject. Successful projects catalyzed change in K-12 education through development of new programs and materials and/or revision of existing programs and materials by supporting transformative methods: those practices (which are not necessarily new) that are likely to increase the environmental literacy of K-12 teachers and their students by increasing the amount of Earth System Science taught in grades K-12. This federal funding opportunity met NOAA's Mission Goal to understand climate variability and change to enhance society's ability to plan and respond.

Awards

The awards are summarized below. For more information regarding specific awards, please contact the Office of Education Grants Team.

Project Title

PI/Institution

Full Amount Awarded

Summary

Resources for Climate Literacy Instruction

Jo Ellen Roseman, American Association for the Advancement of Science

$750,000

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Ocean Sciences Curriculum Sequence for Grades 6-8

Craig Strang, The Regents of the University of California, Berkeley

$751,064

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Promoting Environmental Literacy through Teacher Professional Development Workshops and Climate Change Student Summits (C2S2)

Frank Rack, University of Nebraska, Lincoln

$694,093

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NOAA Earth System Science Courses: Building on the Earth System Science Education Alliance (ESSEA)

Robert J. Myers, Institute for Global Environmental Strategies

$645,815

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Title: Resources for Climate Literacy Instruction
Institution: AAAS
PI: Jo Ellen Roseman
Amount Awarded: $750,000
Summary:
Project 2061, the science education reform initiative of the American Association for the Advancement of Sciences (AAAS), proposes to identify and translate into classroom materials a range of real-world phenomena (e.g., objects, systems, events) and representations (e.g., models, diagrams, simulations) based largely on data from NOAA's earth observation systems. These materials will be designed to help increase middle school students' understanding of essential ideas about weather and climate. Our objective is to provide a wide audience of teachers, curriculum developers, teacher education faculty, and professional development providers with online access to a set of high-quality and interrelated activities built around earth, ocean, and atmospheric phenomena and representations that can supplement or enrich their existing lessons or be integrated into new curriculum materials.

This collection of climate literacy materials will be carefully aligned to the learning goals in NOAA's Essential Principles and Fundamental Concepts for climate literacy and in national and state science content standards. By disseminating this online collection widely within the science education community, we also aim to expand the use of NOAA-related scientific data, simulations, animations, and other types of representations in middle school curriculum materials and instruction and to stimulate research on how these materials can be used most effectively.

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Title: Ocean Sciences Curriculum Sequence for Grades 6-8
Institution: Univ. of California - Berkeley, Lawrence Hall of Science
PI: Craig Strang
Amount Awarded: $748,811
Summary:
The Lawrence Hall of Science (LHS) at the University of California, Berkeley, in partnership with the Rutgers University Institute of Marine & Coastal Sciences, and the Curriculum Division of Carolina Biological Supply Company (Carolina Biological) propose to create an Ocean Sciences Curriculum Sequence, Grades 6-8 that will provide a major step toward achieving a coherent, comprehensive, nationally disseminated K-12 ocean sciences curriculum with NOAA as the lead sponsor of the entire series. The Ocean Sciences Curriculum Sequence, Grades 6-8 will be a powerful companion to the Ocean Sciences Curriculum Sequence, Grades 3-5 already under development, and the recently published, NASA-funded GEMS Space Science Curriculum Sequence, Grades 3-8. The Sequence will be built in part on repurposing and updating existing instructional materials from the LHS Marine Activities, Resources & Education (MARE) and Great Explorations in Math and Science (GEMS) programs. The materials will provide teachers with standards-based tools for teaching basic science using the ocean as an integrating context. This project will create instructional materials that have potential to become the most widely used middle school ocean sciences curriculum nationwide. The materials will be: (1) grounded in current research on teaching and learning, (2) aligned to the National Science Education Standards, the Ocean Literacy (OL) Essential Principles and Fundamental Concepts, and a large sample of state science standards, and (3) extensively field tested and evaluated to ensure their effectiveness and applicability nationwide. The Sequence will include print materials for teachers with inquiry-based learning activities, student readings and data sheets, pre-, post-, and embedded assessments, and readily available instructional materials “kits” that allow it to be adopted by whole school systems and/or states as part of their regular, mainstream science programs. The materials will provide classroom teachers with essential tools to advance ocean literacy and the discoveries of NOAA scientists. No comparable middle school ocean sciences curriculum is currently available.

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Title: Promoting Environmental Literacy through Teacher Professional Development Workshops and Climate Change Student Summits (C2S2)
Institution: University of Nebraska - Lincoln
PI: Frank Rack
Amount Awarded: $694,093
Summary:
activities to promote environmental literacy using the essential principles of ocean and climate literacy. In partnership s with NOAA entities, school districts, and museums across the United States, we propose to provide: (1) high-energy face-to-face professional development workshops for teachers, facilitated by experienced educators; (2) ongoing support and interactions among teachers and students through an online collaborative website, or “grouphub”; and, (3) high profile, focused events in which students interact with scientists and the public to share what they've learned, both locally and internationally. The primary goal of this project is to increase the environmental literacy of K-12 teachers and their students from school districts that are part of existing science museum networks. Each summer, we will work with 4 to 6 partner museums to invite 30 to 40 teachers from their local school districts to take part in a pair of workshops.

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Title: NOAA Earth System Science Courses: Building on the Earth System Science Education Alliance (ESSEA)
Institution: IGES
PI): Robert J. Myers
Amount Awarded: $645,815
Summary:
The Earth System Science Education Alliance (ESSEA) is a successful teacher professional development program enhancing K-12 teachers' environmental literacy and ability to teach Earth System Science. The proposed three-year program is ideally positioned to leverage the ESSEA 40+ educational institution consortium in supporting NOAA's goal of promoting environmental literacy by increasing ESS understanding and use of NOAA data, information, and programs.

ESSEA is supporting universities and other educational institutions in teacher preparation and professional development for pre-service and in-service K-12 teachers. The NSF-funded ESSEA is building and expanding on a successful program that was NASA-funded and implemented by the Institute for Global Environmental Strategies (IGES) from 2000-2005. IGES is enhancing and building on this foundation by: 1) Using the ESSEA online courses as a model to introduce newly upgraded Earth system science undergraduate and graduate courses for teachers; 2) Introducing new Earth System Science data, analysis tools and educational resources to support the teacher courses; and 3) Disseminating model teaching practices and program success through annual conferences, continuing support, and presentations at geoscience and education conferences.

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