Use the filter menu and interactive map to explore the past competitions offered and grants awarded through the Environmental Literacy Program.
To learn more about project findings and outcomes, view the summaries of our grantees’ summative evaluation reports.
Continuing of the National Ocean Sciences Bowl (NOSB) Competitions
The National Ocean Sciences Bowl (NOSB) is a nationally recognized high school academic competition that provides a forum for talented students to excel in science, mathematics and technology and introduces team members, their teacher/coaches, schools and communities to ocean sciences as an interdisciplinary field of study and a possible future career path. Established by the Consortium for Oceanographic Research and Education in 1998 (the Year of the Ocean), the program operates within a supportive learning community framework that involves the ocean research community in pre-college education and stimulates broad interest in and excitement about science and the oceans. The basic model for NOSB is that of a two-tiered timed competition in which pairs of four-student teams answer multiple-choice, short-answer and critical thinking questions within multiple categories related to the oceans. Each fall, over 400 participating high schools prepare their teams for 25 regional ocean sciences bowl competitions held across the United States in February and early March. Winners of these Regional Bowls advance to the national finals in late April. The current structure layers a rich array of year-round academic elements onto the basic competition framework and offers a range of program enhancements including summer internships and scholarships for NOSB alumni and opportunities for teacher professional development. Four regional bowls currently receive additional funding to expand recruitment efforts and provide mentoring and field trip experiences for students from racial, ethnic and economic groups underrepresented in the ocean sciences. CORE proposes to continue to administer and manage the National Ocean Sciences Bowl for the next five years (April 2007-March 2012). Funds are requested to add two new sites and expand the diversity initiative. To improve the credentials of the nation's teachers and informal educators, the proposal seeks funding for coach and regional coordinator professional development including a focus on the fundamental principles and concepts of ocean literacy recently developed by the ocean education community. An additional new element is a longitudinal study of educational and career paths that will assess the role that the program plays in encouraging talented students to enter the pipeline into ocean science careers and STEM (Science, Technology, Engineering and Mathematics) professions. By supporting and promoting the program's unique educational and experiential opportunities, all NOSB partners and sponsors contribute to helping our nation better prepare K-12 students in science and technology and identify and cultivate future scientists and technical experts.
Building Environmental Literacy: How the Ocean Community Can Connect More Effectively With the American Public
In 1999, The Ocean Project completed a comprehensive opinion research on public attitudes, perceptions, and knowledge of the ocean ever conducted. The research identified a broad vacuum in public understanding of the ocean; a fundamental issue of ocean literacy. To further increase effectiveness in building ocean literacy, this project updates and expands The Ocean Project's research to create a more highly detailed database of public awareness, knowledge, and attitudes about the ocean and the impact of climate change on the ocean. It develops recommendations to enable free-choice learning educators to improve the ocean and climate literacy of their visitors. The study includes a comprehensive review of existing literature, qualitative and quantitative research, analysis of the data, and publication and broad dissemination, including recommendations for programs and content that build ocean and climate literacy. The work done by The Ocean Project is helping the ocean education community better understand the motivations, psychology, and emotions behind segments of the public's attitudes toward the ocean. These data are essential as the institutions, agencies and organizations of the ocean community work together and independently to engage people, inform decision-makers, and enhance ocean and climate literacy throughout the Nation.
Resources for Climate Literacy Instruction
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 Climate Literacy: the Essential Principles of Climate Science 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.
Science On a Sphere Revitalization Act for ASTC 2010 and Beyond
The Bishop Museum is installing new Science On a Sphere (SOS) projectors and computers in advance of the 2010 Association of Science Technology Centers (ASTC) conference in Honolulu, HI. The state of the art hardware will allow the Bishop Museum and Lawrence Hall of Science to showcase NOAA-funded programming for the museum community during the conference. The project also seeks to build network capacity by creating and maintaining a database on SOS sites' hardware within the existing NOAA yahoo usergroup forum and through conference participation. Project evaluation efforts will focus on the aesthetics of SOS imagery pre and post installation and whether or not it significantly impacts the visitor experience.
Climate Change Community Outreach Initiative
To promote ocean and climate change literacy that addresses the needs of our region, six aquariums based on the Gulf of Mexico will partner to educate our communities on both our risks and ways to contribute locally to sustainability. The aquariums will combine community outreach programs, stewardship promotion, social networking and workshops for non-formal educators to reach broad audiences throughout the Gulf in Florida, Mississippi, Alabama, Louisiana, Texas and Mexico. Each partner will develop content that emphasizes local ecosystems and consequences of climate change, tailoring stewardship activities to address them. Over five years, the aquariums will reach out to diverse audiences in their communities, which have populations that total over five million people.
A National Coalition of Aquariums Educating About Climate Change
This collaboration led by three major national aquariums - National Aquarium in Baltimore, Monterey Bay Aquarium, and New England Aquarium - will develop a leadership initiative to build capacity within aquariums and related informal science education institutions nation-wide, enabling education staff to engage and inspire millions of visitors to take action about climate change and the ocean. Over three years, the aquariums will increase climate literacy among informal science educators by: 1) creating a national network for training, resource sharing and support; 2) developing climate change activity carts to support exhibit interpretation; 3) providing training for youth interpreters; and 4) hosting regional and national summits to strengthen collaboration and showcase and disseminate model programs. Outcomes for educators will include increased knowledge of climate change science; knowledge of strategies, tools and materials for educating about climate change; and confidence in their ability to communicate about climate change.