GREAT LAKES LITERACY PRINCIPLES:RELATING OCEAN LITERACY TO THE NORTH COAST

Rosanne W. FortnerDirectorCOSEE Great Lakesfortner.2@osu.edu

Lyndsey M. ManzoScience TeacherOhio Sea Grant Educatormanzol@wcsoh.org 1

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PURPOSE OF THE PRESENTATIONTo share information regarding Rationale for Great Lakes Literacy Principles Development and validation process Content of the principles and concepts Resources available at greatlakesliteracy.net Current uses with varied audiences

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PARTNERS IN THE DEVELOPMENT OF GLLP

EVIDENCE OF NEED FOR GLLP4

Low knowledge among students [38-48%] Fortner & Mayer 1991

Public knowledge also low [45%] with recreationists somewhat higher [56%] Fortner et al. 1991

Great Lakes offer excellent opportunities to learn the range of science content in Standards NRC 1996

Teachers’ priorities for topics include water quality, water uses & conservation, environmental responsibility, toxic chemicals Fortner & Corney 2001; Fortner & Meyer 2000

Place-based education Sobel 2004; Malinowski & Fortner 2010

PROCESS OF DEVELOPMENT

July – September 2010Introduced at NMEA in TN Brochure and website

development

January – April 2010Compilation and integration of suggestions

Final review by key scientists & educators

October – December 2009COSEE GL Advisors/Staff draft GLLPsbased on Ocean Literacy and Lake Erie

LiteracyReviewed by 80+ scientists & educators

in Great Lakes region

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THE GREAT GREAT LAKES! 16,000 km shoreline 20% of world’s fresh

surface water 85 million people [1/4 of

U.S. population] 13 million K-12 students 2 countries, 8 states, 2

provinces, 19 tribes

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Great Lakes literacy is an understanding of the Great Lakes’ influences on you and your influence on the Great Lakes.

~16o of longitude

7o30

” of

latit

ude

A GREAT LAKES LITERATE PERSON

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understands the essential principles and fundamental concepts about the characteristics, functioning and value of the Great Lakes;

can communicate accurately about the Great Lakes’ influence on systems and people in and beyond their watershed; and

is able to make informed and responsible decisions regarding the Great Lakes and the resources of their watershed.

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GREATLAKESLITERACY.NETGreat Lakes Literacy Principles• brochure• pdf version• Link to Ocean Literacy Principles

Educator Resources• Lessons (Greatest of the Great Lakes, Fresh & Salt)• Links to related data sets, information & supplemental

materials• NSES alignment

Development• Bridge from ocean literacy to Great Lakes literacy• Links to regional agencies• Contributors

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RELATIONSHIP TO OCEAN AND LAKE ERIE LITERACY

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PRINCIPLES & FUNDAMENTAL CONCEPTS11

ResourcesStandards

RELATIONSHIP TO STANDARDS12

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Additional support for implementation: Lessons Content Links Datasets Tools

RESOURCE PAGE

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COSEE Great Lakes Curricula

LESSONS

GLLP SPECIFIC RESOURCES15

GLLP SPECIFIC RESOURCES16

OTHER RESOURCES & LINKS17

OTHER RESOURCES & LINKS18

OTHER RESOURCES & LINKS19

AUDIENCES SERVED

USES IN EDUCATIONPreservice and inservice teacher education courses at

The Ohio State University, F.T. Stone Laboratory

Eastern Michigan University [preservice and education research]

University of Illinois [service learning] The College of Exploration [4 online

workshops archived for educator use]

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MI Sea Grant, 4200 4th grade students/year with 150 teachers; 1500 public attendees

MI Sea Grant & EMU, lessons matched with GLLPs [began with NOAA ELG]

PROGRAM DEVELOPMENT BY NOAA PARTNERS

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Great Lakes Observing Systems Workshops, 2010 - 2011

Newspapers in Education, 2010, PA Sea Grant

PROGRAM DEVELOPMENT BY NOAA PARTNERS

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Requires proposed activities to be aligned

with Great Lakes Literacy Principles

PROGRAM DEVELOPMENT BY NOAA PARTNERS

Great Lakes DiscoveryTraveling display aligned with Principles

INFORMAL EDUCATION AND OUTREACH

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F.T. Stone Laboratory student workshops 150 teachers, 6000 students/yr [all GLLP]

Aquatic Visitor Center, South Bass Island, Lake Erie 12,000 visitors/season [5A, D, F, G, I, 6D]

IL-IN, PA and NY Sea Grant educators, with GLRI support [6 A, C, F]

John G. Shedd Aquarium, Chicago Guidance for programming and new exhibits

Great Lakes Science Center, Cleveland Expanding and updating Great Lakes Hall with Great Lakes

Literacy Principles Great Lakes Research and Education Center, Indiana Dunes

NP Structuring programs around Great Lakes Literacy

Great Lakes Aquarium, Duluth Hosting new EPA programs with focus on Great Lakes Literacy

Alliance for the Great Lakes Education Consortium focuses on Great Lakes Literacy

Principles

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OTHER INFORMAL PARTNERS USING GLLP

USES BY SCIENTISTS

USEPA GLNPO programs for R/V Lake Guardian

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Michigan State University, geography courses

CILER animations of Principles

Grand Valley State University, limnology courses

REACHING OUT TO EDUCATION GROUPS National COSEE Council, ongoing since 9/09 National Science Teachers Association, 3/10 National Project WET Conference, 6/10 National Marine Educators Association, 7/10 State science education and EE associations, since 7/10 North American Association for Environmental Education,

10/10 NOAA Education Council, 7/11 National Council for Geographic Education, 8/11 Great Lakes Stewardship Initiative, 11/11 Great Lakes Climate Change Science and Education

Systemic Network , 11/11

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1. The Great Lakes, bodies of fresh water with many features, are connected to each other and to the world ocean.

A. GL dominate North American landscape, form political boundaryB. System includes Lakes Superior, Huron, Michigan, Erie, Ontario; plus

connections, harbors, baysC. 20% of world’s fresh surface water; coastline longer than AtlanticD. Flow West-East; rivers transport materials into watershed and oceanE. Integral part of water cycle, impacted by system changesF. Currents within lakes, influenced by wind, waves, density, sun, shape of

basinG. Lake levels change with precipitation, runoff, snowmelt, evaporation, wind.H. Stratification occurs winter and summer in some parts of lakes; turnover

restores nutrients and O2 to depths.I. Although Lakes are large, resources are limited.

2. Natural forces formed the GL; the lakes continue to shape the watershed’s features.

A. Bedrock types: igneous & metamorphic in upper lakes, sedimentary in lower lakes. Many rocks shaped by glaciers.

B. Ice Ages brought mile-thick ice, depressed crust that is rebounding now; Beach ridges mark ancient lake shores.

C. Lake level changes influence physical features of coast.

D. Erosion definition and materials movementE. Sediments, origin and distribution

3. GL influence local and regional weather and climate

A. GL affect weather and climate by impacting the basin’s energy and water cycles.

B. Water cycle processes in the GL regionC. GL modify local weather and climate D. Influence on regional climate; downwind

precipitationE. GL are influenced by larger climate change

patterns; with global change the region can expect warmer and drier conditions.

4. Water makes Earth habitable; fresh water sustains life on land.

A. Fresh water has unique properties. Its density and electrical conductivity [a measure of salinity] are lower than that of salt water.

B. Water is essential for life. All living processes occur in an aqueous environment.

5. The GL support a broad diversity of life and ecosystems.

A. Size range from bacteria to sturgeonB. Most life is microorganisms; important 10 producersC. GL watershed supports organisms from every kingdom on Earth.D. Life cycles, adaptations and relationshipsE. Habitat is 3-Dimensional, from shoreline and surface to lake floorF. Habitats defined by environmental factors; life not evenly

distributedG. Ecosystem processes affect distribution & diversity.H. Wetlands, including marshes and estuaries, provide important

ecosystem values and functions.I. Ecosystem altered by non-native species

6. The GL and humans in their watersheds are inextricably connected.

A. GL supply fresh water, food, minerals, energy to >40M peopleB. 1/3 of N Am population lives in the GL watershed. C. Lakes affected directly by human decisions and actions in 8

states, 2 provinces, and tribal landsD. Laws govern input and withdrawal from lakes; development,

pollution, biological alteration impactsE. Land use, natural hazards, shoreline modifications can

exacerbate effects of natural changes.F. People must learn to live sustainably to conserve & manage

resources.

7. Much remains to be learned about the Great Lakes.A. Ongoing explorations offer opportunity for inquiry and

investigation.B. Understanding is more than curiosity; it contributes to

protection of the system and its resources.C. The GL have changed over time; sustainability depends on

understanding the potential and the limitations of the system.D. New technologies expand exploration, monitoring, and

information for decision making.E. Models help understand complexity the complexity of the GL.F. GL understanding is interdisciplinary, requires collaboration,

education and communication.

8. The GL are socially, economically and environmentally significant to the region, the nation and the planet.

A. GL are sources of Inspiration, recreation, renewal and discovery; they are also important in the heritage of many cultures.

B. The GL have been important in historical human settlement.C. Climate moderation affects on culture, agriculture, health, activitiesD. Shipping moves millions of tons of cargo annually through the lakes,

but is also a vector for nonnative species invading the system.E. The economy associated with the Great Lakes is diverse.F. Historical degradation & lessons learned; now the GL are a model for

environmental protection, restoration, innovation.

ACKNOWLEDGEMENTS COSEE CA sponsorship Ohio Sea Grant Communications COSEE GL staff and advisors Reviewers of drafts Early adopters!

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