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The project will fill the critical need for a relevant, contextual curricular theme for middle school learning. Its goal is to incorporate NOAA resources and virtual visits by NOAA scientists to integrate authentic earth systems science content into existing instructional units using the theme of seasons on land and in the ocean. Development of these materials -- in association with appropriate standards-based middle school learning goals and pedagogy, supported by substantive professional development, collegial networking, and supplied with the tools to meet this need, -- form the rationale for this project. In EaSiE-SS, thirty middle school teachers from Maine, New Hampshire and Massachusetts will become Teacher Resource Agents. Working with state science supervisors, NOAA scientists, educators, and MMSA staff, these individuals will complete 120 hours of professional development over 24-months including two Summer Institutes, two Fall Conferences, one Spring Conference, two web conferences, two unit implementations, webinars, podcasts, and web discussion boards. They will gain content background, integrate MMSA staff reviewed and aligned materials into their instruction, conduct field tests of the materials, and share them with colleagues in their own states and across the country through state science supervisors, the project website, marine science teachers, and state science teachers associations.

Manomet will use NOAA funding to boost climate resilience and environmental stewardship in Brockton, Massachusetts, an incredibly diverse but impoverished city and designated Environmental Justice community with a rich history. Brockton is highly vulnerable to flooding, pollution, and water supply disruptions related to climate change. Brockton is also a city with a long history of resilience in the face of economic challenges and a thirst for empowerment and opportunity. Brockton schools were hard-hit by COVID-19, and are facing a critical need for support, resources, and academic enrichment. Manomet believes education is one of the best tools to create long-term change. By increasing access to nature, encouraging students to become environmental stewards through outdoor learning, and building climate resilience literacy, Manomet aims to empower the next generation of conservationists to help solve today’s complex challenges. In partnership with Wildlands Trust, Connecticut Sea Grant, and TERC, Manomet will: 1) develop environmental stewardship by creating outdoor learning spaces on school grounds and providing teachers with curricular tools and training for use; 2) empower elementary students and teachers through outdoor environmental education, engaging in stewardship action to build green infrastructure, and civic engagement, and; 3) build climate resilience literacy in elementary school children, teachers, and community members through education, civic engagement, and collaboration. Brockton Kids Lead the Way envisions elementary students and their teachers as community leaders and ambassadors for environmental stewardship, during a time of increased civic investment and interest across Brockton in green spaces, public health, and community resilience.

In 2004, the National Science Teachers Association (NSTA) embarked on a cooperative agreement with the NOAA National Ocean Service (NOS) to develop a series of education products for teachers corresponding to topics aligned to NOAA’s mission. The products--called Science Objects and SciGuides--address teacher professional development needs, and provide classroom resources. The agreement includes both evaluative components and a means for dissemination. The topics are drawn from science education standards, specifically a draft Oceans map AAAS produced that is modeled after the benchmark maps found in the Atlas of Science Literacy (2001). The topics are also informed by the National Science Educations Standards (1996). The topics were selected to support the curriculum at the high school level. These topics were in turn aligned to science research produced by NOAA scientists. Several months after the cooperative agreement was formalized, NSTA and the NOAA Office of Education and Sustainable Development agreed to a work order to produce a single SciGuide at the middle school level that will draw on topics found in the AAAS Weather and Climate map. Production for this SciGuide is due to start in June 2005 and will be completed in November 2005. To ensure topic choices, NSTA standards experts proposed a list from which to choose. Its experts also concentrated their analysis of the maps to the grade bands that interested each line office – high school for the NOS and middle school for the OESD. The universe of topics is far from exhausted. NSTA would like to expand on these partnerships to plan, implement, and evaluate two additional Science Objects and two SciGuides at the middle level, which will be disseminated through two Symposia that take place at NSTA conventions in fall 2006 and spring 2007. The additional development will fill in two of the gaps left open in the maps, and equip even more science educators to better teach the science of the NOAA, namely oceans, coasts, charting and navigation, weather, energy flow through an ecosystem, and climate. This partnership will bring NSTA educational professionals and master teachers together in an ongoing working relationship with NOAA scientists, writers, content experts, and communications professionals.