The oceans are in trouble and they need our help. That is the message of our Something Very Fishy Marine Science STEAM program for elementary school children. Teaching children about climate change is challenging for teachers so that is where our Something Very Fishy program can make a big difference. By teaching children about what is happening to our ocean and discussing ways they can help through personal actions, we hope to inspire them to pursue STEM careers and to engage in everyday efforts to conserve energy and support conservation. Because together we are, stronger by far. And that is what we will need to save our oceans and our planet.
WHO WE ARE
Conducting a citizen science damselfish count using ClassVR headsets and actual videos from the Florida Keys National Marine Sanctuary
- A significant portion of South Carolina elementary schools are underfunded in STEM, and a large portion of students are unable to meet any NOAA Ocean Literacy Principles before participating in Something Very Fishy.
- From an early age students start to form their science identity; their personal connection to the field and the formation of the concept that they may be able to do something scientific as a career in the future. Exposing children to how vast the marine biology field is may help them expand their world view and gain the confidence that they can achieve their dreams.
"It is important to let kids know they can do anything they set hearts on" -Sarah Rojugbokan
- Virtual reality scuba dive where students counted the number of damselfish at the coral reef
- Had students fill out workbooks that ask them to draw a scientist and describe certain topics (such as ocean health and climate change)
- Taught students about how coral reefs contribute to ocean health
- Educated students about climate change and its impact on coral bleaching
- Had students play a coral board game that taught them the importance of butterflyfish, damselfish, and gobies to coral reef systems (and showed how human activity can affect coral reefs)
- Gave students bags of synthetic coral, had them trade with one another, and taught them about diversity (in shape and color)
"No one is more at risk for the effects of climate change, and no one has the power to change it like our students" - Randi Sims
1. Students are likely to draw marine scientists as the same gender and ethnicity as themselves
2. Students did not change their conceptual understanding or attitudes with program influence
We allowed students to gain knowledge about marine life through activities that identify where coral reefs are located and explain how corals act as foundational species for other marine species. Additionally, these activities allow the students to connect the impact that humans have on coral reefs and marine animals.
Through this, students are able to visualize themselves playing a role in the marine environment and give them the confidence to strive for careers in science.
It is important to introduce students to the connection between ocean literacy principles and climate change while exposing them to the idea that coral reefs support a variety of ocean life. We hope to inspire change for future generations and maintain the ecosystem.
references
- National Oceanic and Atmospheric Administration (NOAA). 2020. Ocean literacy: the essential principles and fundamental concepts of ocean sciences for learners of all ages. Version 3. http://oceanliteracy.wp2.coexploration.org/ocean-literacy-framework/
- Sims, R. J., Tallapragada, M., Payton, T. G., Noonan, K. R., Prosser, K. L., and Childress, M. J. 2021. University Experiences of Marine Science Research and Outreach Beyond the Classroom. Integrative and Comparative Biology. https://doi.org/10.1093/icb/icab104
- Tallapragada, M., Prosser, K. L., Braffitt, K. F., Bridgeford, K. E., Gleaton, E. C., Saverance, M. G., Noonan, K. R., Payton, T. G., Sims, R. J., Smith, K. M. and Childress, M. J. 2021. Something Very Fishy: An informal STEAM project making a case for ocean conservation and climate change. Environmental Communication. https://doi.org/10.1080/17524032.2021.1913208