GREAT LAKES LITERACY PRINCIPLES:
RELATING OCEAN LITERACY TO THE NORTH COAST
Rosanne W. Fortner
Lyndsey M. Manzo
Director
COSEE Great Lakes
fortner.2@osu.edu
Science Teacher
Ohio Sea Grant Educator
manzol@wcsoh.org
1
2
PURPOSE OF THE PRESENTATION
To 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
3
PARTNERS IN THE DEVELOPMENT OF GLLP
4
EVIDENCE OF NEED FOR GLLP

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
5
PROCESS OF DEVELOPMENT
October – December 2009
COSEE GL Advisors/Staff draft GLLPs
based on Ocean Literacy and Lake Erie Literacy
Reviewed by 80+ scientists & educators
in Great Lakes region
January – April 2010
Compilation and integration of suggestions
Final review by key scientists & educators
July – September 2010
Introduced at NMEA in TN
Brochure and website development
THE GREAT GREAT LAKES!
7o30” of latitude
~16o of
longitude





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
Great Lakes literacy is an understanding of the Great Lakes’
influences on you and your influence on the Great Lakes.
6
7
A GREAT LAKES LITERATE PERSON



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.
8
9
GREATLAKESLITERACY.NET
Great 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
10
RELATIONSHIP TO OCEAN AND LAKE ERIE LITERACY
PRINCIPLES & FUNDAMENTAL CONCEPTS
Resources
Standards
11
RELATIONSHIP TO STANDARDS
12
13
RESOURCE PAGE
Additional support
for
implementation:
 Lessons
 Content
 Links
 Datasets
 Tools
14
LESSONS
COSEE Great Lakes Curricula
15
GLLP SPECIFIC RESOURCES
16
GLLP SPECIFIC RESOURCES
17
OTHER RESOURCES & LINKS
18
OTHER RESOURCES & LINKS
19
OTHER RESOURCES & LINKS
AUDIENCES SERVED
21
USES IN EDUCATION
Preservice 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]
PROGRAM DEVELOPMENT BY NOAA PARTNERS
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]
22
PROGRAM DEVELOPMENT BY NOAA PARTNERS
Great Lakes Observing
Systems Workshops,
2010 - 2011
23
Newspapers in Education,
2010, PA Sea Grant
PROGRAM DEVELOPMENT BY NOAA PARTNERS
Great Lakes Discovery
Traveling display aligned with Principles
Requires proposed activities
to be aligned with Great
Lakes Literacy Principles
24
25
INFORMAL EDUCATION AND OUTREACH
Aquatic Visitor Center, South Bass Island, Lake Erie
12,000 visitors/season
[5A, D, F, G, I, 6D]
F.T. Stone Laboratory student workshops
150 teachers, 6000 students/yr
[all GLLP]
IL-IN, PA and NY Sea
Grant educators, with
GLRI support [6 A, C, F]
26
OTHER INFORMAL PARTNERS USING GLLP

John G. Shedd Aquarium, Chicago


Great Lakes Science Center, Cleveland


Structuring programs around Great Lakes Literacy
Great Lakes Aquarium, Duluth


Expanding and updating Great Lakes Hall with Great Lakes Literacy Principles
Great Lakes Research and Education Center, Indiana Dunes NP


Guidance for programming and new exhibits
Hosting new EPA programs with focus on Great Lakes Literacy
Alliance for the Great Lakes

Education Consortium focuses on Great Lakes Literacy Principles
27
USES BY SCIENTISTS
Michigan State University,
geography courses
Grand Valley State
University,
limnology courses
USEPA GLNPO programs for R/V
Lake Guardian
CILER animations
of Principles
28
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 ,
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 boundary
B. System includes Lakes Superior, Huron, Michigan, Erie, Ontario; plus
connections, harbors, bays
C. 20% of world’s fresh surface water; coastline longer than Atlantic
D. Flow West-East; rivers transport materials into watershed and ocean
E. Integral part of water cycle, impacted by system changes
F. Currents within lakes, influenced by wind, waves, density, sun, shape of basin
G. 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.
B.
C.
D.
E.
Bedrock types: igneous & metamorphic in upper lakes,
sedimentary in lower lakes. Many rocks shaped by glaciers.
Ice Ages brought mile-thick ice, depressed crust that is
rebounding now; Beach ridges mark ancient lake shores.
Lake level changes influence physical features of coast.
Erosion definition and materials movement
Sediments, origin and distribution
3. GL influence local and regional weather and
climate
A.
B.
C.
D.
E.
GL affect weather and climate by impacting the basin’s
energy and water cycles.
Water cycle processes in the GL region
GL modify local weather and climate
Influence on regional climate; downwind precipitation
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.
B.
Fresh water has unique properties. Its density and electrical
conductivity [a measure of salinity] are lower than that of salt
water.
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.
B.
C.
D.
E.
F.
G.
H.
I.
Size range from bacteria to sturgeon
Most life is microorganisms; important 10 producers
GL watershed supports organisms from every kingdom on Earth.
Life cycles, adaptations and relationships
Habitat is 3-Dimensional, from shoreline and surface to lake floor
Habitats defined by environmental factors; life not evenly distributed
Ecosystem processes affect distribution & diversity.
Wetlands, including marshes and estuaries, provide important
ecosystem values and functions.
Ecosystem altered by non-native species
6. The GL and humans in their watersheds are
inextricably connected.
A.
B.
C.
D.
E.
F.
GL supply fresh water, food, minerals, energy to >40M people
1/3 of N Am population lives in the GL watershed.
Lakes affected directly by human decisions and actions in 8 states, 2
provinces, and tribal lands
Laws govern input and withdrawal from lakes; development, pollution,
biological alteration impacts
Land use, natural hazards, shoreline modifications can exacerbate
effects of natural changes.
People must learn to live sustainably to conserve & manage resources.
7. Much remains to be learned about the Great
Lakes.
A.
B.
C.
D.
E.
F.
Ongoing explorations offer opportunity for inquiry and
investigation.
Understanding is more than curiosity; it contributes to protection of
the system and its resources.
The GL have changed over time; sustainability depends on
understanding the potential and the limitations of the system.
New technologies expand exploration, monitoring, and information
for decision making.
Models help understand complexity the complexity of the GL.
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.
B.
C.
D.
E.
F.
GL are sources of Inspiration, recreation, renewal and discovery; they
are also important in the heritage of many cultures.
The GL have been important in historical human settlement.
Climate moderation affects on culture, agriculture, health, activities
Shipping moves millions of tons of cargo annually through the lakes,
but is also a vector for nonnative species invading the system.
The economy associated with the Great Lakes is diverse.
Historical degradation & lessons learned; now the GL are a model for
environmental protection, restoration, innovation.
37
ACKNOWLEDGEMENTS





COSEE CA sponsorship
Ohio Sea Grant Communications
COSEE GL staff and advisors
Reviewers of drafts
Early adopters!