DOCUfiENT HESUSE

ED 055 833 SE 012 379

AUTHOR Hon, WillTITLE The Regional Marine Science Project of the Carteret

County, North Carolina, Public Schools. Experimentsin the Use of Field Ecology as an Approach toUnderstanding Coastal Environments.

INSTITUTION Carteret County Public Schools, Beaufort, N.C.SPONS AGENCY Bureau of Elementary and secondary Education

(DHEw/OE) Washington, D.C.PUB DATE 69NOTE 36p.

EDRS PRICE MF-$0.C5 HC-$3.29DESCRIPTORS Curriculum Development; Ecology; Environmental

Education; *Marine Biology; *Program Descriptions;*Projects; Resource Materials; *Secondary SchoolScience

IDENTIFIERS ESEA Title III

ABSTRACTThe development of the Regional:Marine Science

Project in Carteret County, North Carolina, is portrayed in thisbooklet. Established with Elementary and Secondary Education Act(ESEA) Title III funds in 1966, the project has evolved from one highschool course im marine ecology to numerous courses and activities atall levels, primary through college. Oriented to field ecology as anapproach to understanding coastal environments* the project makesextensive use of field trips, setting up discovery-type situationsWith .complex problems for group investigation. Phases of the programare described in eight categorier;: curriculum development andinstruction, research on field trip techniques, inservice training,summer science school, marine science library and audio-visual aids,publications, regional coordination of marine science education, andplanning for an exhibit, laboratory and field trip center. An arrayof pictures depict many of-the student activities. .In addition, staffphotos and biographies are included. This work was prepared under anESEA Title III contract...OM

THE REGIONAL

MARIN7 SerNCEROJECT

,U,S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-

DUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIG-INATING IT_ POINTS OF VIEW OR OPIN-

IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-

CATION POSITION OR POLICY

OF THE CARTERET COU

bv WILL HON

PUBL C SCHOOL

'meet director

EXPERIMENTS IN THE USE OF

FIELD ECOLOGYAS AN APPROACH TO UNDERSTANDING

COASTAL ENVIRONMENTS

That a boy and a dolphin became inseparable friends in Non les,

Italy, about the time of Christ is a legenq of questionable origi

Modern experiences with dolphins show that the story could very well

have been true.Today, anyone visiting our coast is likely to see the boy on a dolphin

as a symbol of a lusty new friendship between children and creatures

of the sea. In Carteret County, buy and dolphin laugh at you from

the side of a bus that shuttles school classes to marshes and beaches;

from the boat that ferries them to the tidal flats; from the buckets

that classes excitedly fill with squirming sea animals for laboratory

study; from the rostrum of regional in-service programs; and from a

broad array of publication covers. The spirit of the boy-dolphin rapport

is no legend in Carteret County now, but a reality made possible by

ESEA Title III funds and a county full of interested people.

AN ESEA TITLE III PROJECT

The birth of a public school marine science

project in Carteiet County is no fiuke. It is the

logical outgrowth of something that everybody

knew and felt strongly for years: "We are sea

folk and need to know what that means to our

past, present, and future There could scarcely

be a happier setting for such an experiment.

Careret County has the state's largest com.

mercial fishing fleet and a large sport fishing fleet;

one of the two deepwater seaports; six marine re-

search laboratories; a major Coast Guard station;

Cape Lookout National Seashore; a state parkand a wildlife refuge; miles of beach resorts; the

office of the state's fisheries division; processing

plants for seafood, fish meal and oil; a history of

sea adventure, including Edward Teach alias

Blackbeard; and a people thoroughly attuned to

the sea for their livelihoods and releation.

Cram all of this into a county of only 30,000

residents and you have a truly sea-oriented

society.

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THE HUNG ANO,

Beaufort is a name very familiar to marine

biologists. For over half a century it has been

headquarers for many distinguished series of

scientists, including ecologist A. S. Pearse and

biologist-writer Rachel Carson, Today dozens of

marine scientists work there in three sophisticated

laboratory complexes.

Two federal laboratories have been historically

important in research on commercial species and

now occupy well-equipped modern facilities. Both

are part of the research system of the Bureau

Commercial Fisheries of the U.S. Fish and Wild-

life Service. The Biological Laboratory specializes

in the dynamics of commercially important fish

and shellfish populations, The newer Rodiobiologi-

cal Laboratory traces, with the most modern re .

search tools, the complex fiow of energy through

estuarine ecosystems,

Dr, Pearse initiated the Duke Marine Labora-

tory, which has since grown to fame in the areas

of invertebrate physiology and oceanography, it

THE IDEA

operates the "Eastward" (NSF research vessel)and several smaller boats, and teaches summercourses.

Three other laboratories are in nearby More-head City. Thq Institute of Marine Sciences(formerly the Institute of Fisheries Research) isoperated by the University of North Carolina. Itnow occupies a fine new laboratory building andcontinues its teaching and its research on a widevariety of marine species and the economic poten-tial of estuaries. The state Di Vision of Commercialand Sports Fisheries recently added a researchfacet, including the exploratory vessel "Dan K.Moore" and lab facilities. Marine Chemurgics is anewer private laboratory interested in improvedtechniques of seafood processing. It has receivedgrants for its exploratory research.

Carteret County is in the middle of the NorthCarolina coast, ai:4 includes that spearhead ofland known as Cape Lookout. It is just south ofCape Hatteras, which is an unusually clear break-ing point in the north-south distribution of plantsand animals. Beaufort and Morehead City are pro-tected by the necklace of barrier beaches whichstand between them and the ocean. The shallowsounds behind these "banks," as they are called,have always yielded richly to fisherman and nowdisplay their richness to classes of eager youngexplorers who are part of the Marine ScienceProject.

Largely because of their affection for the sea,coastal people are reluctant to think of the drasticchanges time and progress will bring. They donot know how to weigh what they now do againstother uses of marine resources.

The Marine Science Project is therefore anexamination of a region's attitude toward a seathat embraces it physically, culturally and eco-nomically. In these counties where the spokenwords all have a briny flavor and the family treesare rooted in the sea like mangroves, the newgeneration must rethink its value judgments,

LEFT: Pivers Island, Beaufort, showing the twoBureau of Commercial Fish3ries Labs in the fore-ground, with holding tanks, shops, and docks. DukeMarine Lab is to the rear, but the docks and ocean-Ographic portion are not shown.

RIGHT: institute of Marine Sciences at More-head City. Experimental ponds and tanks are tothe rear by Bogue Sound.

The approach has been through the publicschools. The target has been grades four throughtwelve, building from gentle coaxing at the lowerlevel to a tough, elective, college prep programfor upperclassmen in the high schools.

The message has been ecology. The chief toolhas been the field trip. The classroom has not beendeSerted, but every classroom presentation impliesa coming field experience, and each page of writ-ten material is treated as a temporary stand-infor reality. To a degree unique in this area, thestudents go out into the field and do what studentsare usually accustomed on!:, to talking about.

Neither the educational principles nor the scien-tific materials are earth-shaking. However, theneed for some group to translate technical jargonabout the nature and significance of coastal ecologyinto readable popular materials has long beenknown. Compared with the rocky coast to thenorth or tropical seas té the south, the mundanemid-Atlantic coast has been ignored.

It is true that the publishing companies haverediscovered the sea, but they print books of pre-digested facts about the seashores of broad geo-graphical areas or about the great new adventuresin ocean engineering.

There is no book which makes a foot-soaki:,gin a particular marsh more meaningful. This is tosay that there are now many reference books forbackground lectures on oceanology, but nothingto give school teachers and students a field ap-proach to coastal ecology in this region, the middleof the Atlantic seaboard of America. There is agreat demand for such materials.

THE GRANTCarteret County Public Schools received a plan-

ning grant in 1966 from Title III of the Elementaryand Secondary Education Act of 1965. A directorwas hired and from the germ of an idea created bythe county superintendent talking to local marinebiologists, a large plan grew. There was to be amajor facility to serve as a nucleus for instruction,exhibits, laboratory work, library reference, re-search and dissemination of literature. However,the planned building has not materialized. TheVietnam War halted construction under Title IIIand caused the Marine Science Project to searchfor ways to teach without the facility and itsequipment.

THE OLD CLASSROOM .

Four-walled classrooms cannot be eliminated, butmarsh to the right, and the sound-side amphi-theaters on the next page give a vitality to scienceteaching.

AND 'THE NEW-.ONES:.

THE PROGRAM

Without a building, the Marine Science Projectneverless has managed to be a center for:

1. CURRICULUM DEVELOPMENT ANDSTRUCTION

2. RESEARCH ON FIELD TRIP TECH-NIQUES

3. 1N-SERVICE TRAINING4. SUMMER SCIENCE SCHOOL5. MARINE SCIENCE LIBRARY AND

AUDIO-VISUAL AIDS6. PUBLICATIONS7. REGIONAL COORDINATION OF MA-

RINE SCIENCE EDUCATIONS. PLANNING FOR AN EXHIBIT, LABORA-

TORY AND FIELD TRIP CENTEREach of these phases is depicted in the pages that

follow, based on two years of the operationalgrant.

The project occupied temporary quartersthrough its first year, then renovated two class-rooms for office space. That phase was short, end-ing with total destruction when the school burnedin September of 1965. All equipment, library books,files, and manuscripts were destroyed. The projectis currently housed in the Radiobiological Lab ofthe U.S. Bureau of Commercial Fisheries . . . anexample of the fabulous cooperation given to theproject by the four local marine research labora-tories.

CURRICULUM DEVELOPMENTAND INSTRUCTION

THE NEET: Only in recent years has marmescience been considered a suitable subject forsecondary schools. Perhaps the reason is thatnobody asked coastal people. The interest hasbeen there, and now educators are recognizingit. However, development has entered in NewEngland, Florida, and California. Even thoughcourse guides are now beginning to appear, theydeal with other geographical areas, other biotaand different resource problems.

THE APPROACH: The Marine Science Projectadded two new courses to Carteret County'shigh schools in 19674968, then refined andcontinued them in 1968-1969.

In both high schools, Judith Scarff of theproject staff selected college prep students andpresented a full year course; MARINE ECOL-OGY. The emphasis has been on the philosophyand methodology of science, using local marinesituations to demonstrate basic principles ofecology. Unusual aspects of the course have beenthe number of field trips (about fifteen), week-end work with students showing special in-terest, and research projects for all studentsunder the guidance of working biologists. In1968-1969 this course was taught only in thehigh school in the relatively urban western partof the county, where many college preparatorystudents desired advanced biology. Fifty stu-dents are now enrolled in two classes.

Acceptance of the challenging new materialhas been so enthusiastic that an even more ad-vanced research-oriented seminar course will beoffered in the 1969-1970 school year. About tentop students are expected to participate.

The rural eastern part of the county hadspecial needs. Fishing is the historical basis ofthe economy, and most families are still of, byand for the sea. Most students do not plan toattend college, but to live and work in thiscounty. For them a special course was designed:COASTAL AFFAIRS, taught by project direc-tor Will Hon.

Emphasis in this course is on applying eco-logical knowledge to problems of managingcoastal resources. It examines man's role at theedge of the sea by teaching ecology through fieldtrips and research, then considers the futurethrough projection of trends and by debate. Itstrives to round out the value judgments of stu-dents by giving them experience with all agen-cies, programs and philosophies involved in de-termining the future of our seacoasts.

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EMPHASIS OF THE HIGH SCHOOL COURS

RIGHM: 1.,00king at live planktw zii. a laby the sea opens -up a --new world to-, nost itory

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M LAD W : 1Vhei the high school students havebegun to TtlItlers tawd the process of exploringmari.ne environments, they -visit local laboratoriesto see professional researchi .

RIGHT. sr The next step is to involveadvanced st-uctents in long-term individual researchprojects.CORINT results of these projects are r -ported in a spring seminar attended by marinebiologists and the public.

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Three-week teaching units are being preparedfor grades four through ten to supplement exist-ing science instruction. Each unit replaces oneor more chapters in the current textbook andincludes: student text and classroom exercises,additional notes for teachers, guide to films andreference materials, tests and answer sheets.Each unit is climaxed with a suitable field trip,for which basic information is given, and teach-ers are provided a special guide on how toconducted the field portion.

For tenth grade biology classes, two unitsand field trips are being prepared by staff mem-ber Beth Tay ler. The first, already complete,is a comprehensive introduction to ecology asan approach to nature. It is a survey of coastalcommunities which, through photographs, dia-grams, and words analyzes the forces that shapenatural communities by the sea. The classroommaterial includes class notes and laboratoryexercises, additional notes for tsachers, tests,movie and book references and a slide series toillustrate communities. The field trip is a sum-mary of the principles presented, using the saltmarsh as the basic demonstration.

The spring unit, now in preparation, is de-signed to close the school year by pulling to-gether and correlating the biological factslearned during the course. The field trip will beseveral upland habitats: savannah, pocosin, long-leaf pine subclimax, climax hardwood forest andsuccessional stages of its development.

In the early fall of 1968, every biology classin Carteret County was taught the unit. TheMarine Science staff collaborated with regulartenth grade teachers on class presentations andconducted the field portion

The eighth grade unit called THE SEA ANDITS BOUNDARIES, has been used in a dozen

classes, revised and enlarged, and is availablein mimeographed form. The commercially print-ed version is due tills spring. It includes dis-cussions of waves, beaches, dune stabilization,longshore current, and physical oceanography.Three films and a field trip to the beach areintegrated into the unit.

The seventh grade unit, SALT MARSH,SOUND AND SEA BEACH, is a study innatural communities by the sea. It considers thevariation of life from beach to dune to marsh tomudflat, and explores reasons for the spectrumof environments and life forms. It is available inpreliminary form. Junior high units have beenprepared by Frank Chapman of the project staff.

The sixth, fifth and fourth grades units arebeing prepared in that sequence. The first willdeal with the potential of the ocean in servingman, and of man's responsibility in its manage-ment. The fourth grade unit will consider adap-tation and how it fits individuals for survival.The fifth grade unit will tie individuals togetherwith community concepts.

In April and May of 1969 all fifth grade classesstudied a brief unit on life in the sound and weretaken on a two-hour trip aboard the sailboat"Diamond City". They dredged the sound bot-tom for animal life and learned the language ofships and navigation.

On two Thursdays in May an exciting experi-ment will be tried. The students of the twoMARINE ECOLOGY courses have designed ashort unit for second graders. They will serveas trip leaders in May, three high school studentsconducting each second-grade class on a trip to atidal mud flat.

To culminate the 1968-69 school year, a fullweek of special activities is being featured. Ma-rine Science educators from the entire Atlanticseaboard will be invited to observe a wide varietyof field trips, a student seminar of original re-search papers, guest speakers and discussions ofmarine science education.

Two supplementary books are being preparedto stimulate and guide interests of primarystudents. A DAY WITH DON AT CAPELOOKOUT SEASHORE was printed in 1968and A DAY WITH DON ON THE MUD FLATwill follow soon. Both books were written underspecial contract by Bitsy Dudley and Doris King.

At the opposite end of the spectrum, theMarine Science Project assisted six collegeecology classes in field trip conduct and evalua-tion in 1967-1968. The demand continues forassistance to collegiate groups.

LEFT: By maintaining contact with marine biolo-gist, the Marine Science Project is able to arrange

0 many spe,cial trips for advanced students.

FIELD TRIP TECHNIQUESNEED: The field trip, while widely accepted

as an idea, is still seldom used in smaller schoolsystems. Administrative support, transporta-tion, time, expert field leadership, specific local-ized information about sites, and accident liabil-ity are all problems that stymy most teachers.

Field trips require approaches and techniquesunfamiliar to the average classroom teacher.Marine habitats have inherent potentials un-known even to competent biology teachers.

APPROACH: The Marine Science Project set upa field trip section under the guidance of staffmember Larry Yeater. The preliminary phaseof his work was to survey potential field tripsites and select the necessary supplies and equip-ment for conducting trips for local and out-of-county teachers. In 1968 field assistant DickLewis was added to the staff.

Basic equipment includes a 3/4-ton truck withstorage compartments, serving as a mobile lab-oratory; a 36-seat bus for student transport;and a twin-engined pontoon boat for shortmovements of a dozen students at a time. Trawl-ing, dredging and long-distance ferrying serviceshave been by rental of local boats. The projectacquired minimal quantities of SCUBA gear,nets, collecting apparatus, preservatures, fieldtest kits and glassware.

As the eighth and tenth grade units were de-veloped, a field trip was evolved to supplementeach. The coastal processes trip has been testedon numerous eighth grade and high schoolclasses as well as on teacher groups. The tenthgrade trip was tested on the twenty classes ofthis county in 1968 and has since been usedwith several out-of-county groups.

The philosophy of field trips has been to set

up discovery-type situations . . complex prob-lems for group investigation. A typical approachis to take a class, in field clothes, to a marinecommunity, and settle them in an advantageousspot. The leader guides them in looking at thearea in new ways and in asking pertinent ques-tions about what makes it function as a naturalcommunity. When several good questions havebeen formulated, groups are assigned to explorethem. After an hour or more of collecting, meas-uring, and arguing among themselves aboutwhat they are seeing as groups, the class re-convenes. Each group presents its problem andits discoveries, then defends its explanation ofthe situation observed. The other students mayquestion the conclusions and are in turn ques-tioned about their own research. The field tripleader has subtly guided the choice of questions,has provided the names of plants and animals(but not answers to the problem), has refereedthe discussion, and then conducts a classroomreview and evaluation of the trip.

Best results are obtained when teachers pre-pare the students by using our regular units.However, more than a dozen out-of-countygroups have visited with no preparation andhave been led on similar field trips. Scienceclubs and tenth grade biology classes respondwell.

For the two high school elective courses inMarine Science, more sophisticated trips aredeveloped. A dozen or more students may betaken on an overnight trip to the Outer Banksin order to spend a full day of guided research.Classes explore local technical libraries, researchlaboratories, the port terminal, marine industrialfacilities and shipbuilding yards.

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1N-SERVICE TRAINING

NEED: Both emphases of this project are beyondthe scope of most of our teachers: marine sci-ence, as a subject, and field trips, as teachingtools. No place exists in the eastern Carolinasfor instruction in either area, and nowhere onthe Atlantic Coast for our teachers to studythem in combination.

APPROACH: The Marine Science Project beganin-service training in the spring of 1968, taughtentirely by the project staff.

For elementary teachers, four half days wereset up on Saturdays in March, April and May.Eighty teachers attended for certificate creditand stipend. Two Saturdays were devoted tolectures, demonstrations, films and discussions.Two sessions were field trips to the beach andto an estuarine mud flat. The purpose was togive elementary teachers a general backgroundin local ecology, and to begin their preparationfor use of teaching units to be ready in themonths ahead.

In April, all Carteret County secondary sci-ence teachers were brought together for threefull days of basic instruction and introductionto the eighth grade unit. Three major field tripsadded reality to lectures, chalk talks and moviesfor these twenty. The only unit then ready, thejunior high study of coastal processes, wasfeatured, and all science teachers becamefamiliar with its fundamental concepts. Theyreceived certificate credit and a stipend.

Further work with the same teachers hasbeen conducted in the spring of 1969, but juniorand senior high teachers met separately to con-sider specific units. ALL TEACHERS WEREWELCOME to both sessions, and announce-ments were sent to counties which seemed likelyto be interested.

The March 26-29 program for junior highscience teachers considered the seventh andeighth grade units. The participants will begiven revewal credit and a stipend. The fieldtrips for each unit were conducted in thesame way as they are for the students. Subjectmatter and visual aids were studied so thatteachers may present the unit, but the MarineScience Project will conduct all field trips forlocal classes. The staff will also host out-of-county groups or assists teachers in adaptingthe trips to their locale.

In April, tenth grade biology teachers hadan opportunity to study the fall unit, alreadyused in this county, and the new spring unit.April 24-25-26 was a Thursday eight-Friday-Saturday combination for which there is a sti-pend but, of course, no renewal credit because ofthe shortness of the workshop.

In the summer of 1969 there will be six weeksof intensive training in marine life, ecology andgeology for twenty teachers. Scholarships willbe available for out-of-county as well as Carteretteachers.

SUMMER SCIENCE SCHOOLNEED: As demonstrated over the past dozen

years, there is great demand for a summer pro-gram of guided, useful fun for children. Whatbegan as a project for the children a localmarine biologists had grown into an annualself-supporting Summer Science School. How-ever, by 1968 volunteer help had worn thin;leadership was not available and the existenceof the school threateried.

APPROACH: In 1968 the Marine Science Pro-ject adopted the Summer Science School, con-fined its subject matter to marine science andenlarged its scope. Three two-week sessionswere operated from June 17 to July 26. Theenrollment was more than doubled, with overa hundred students attending the first two ses-sions. Many scholarships were offered in aneffort to serve disadvantaged students. TheMarine Science director served as coordinatorand the staff gave field trip assistance to makeit possible to handle so many children with thesmall paid faculty. For each session there werefive teachers and high school assistants who hadtaken the Marine Ecology course. The curricu-lum was expanded to include the followingcourses and some classes were taught in bothMorehead City and Beaufort.

16

"Introduction to Seashore Life"(three grade level sections)

"Life of the Beach""Life of the Sound""Life of the Marsh""Guided Research" secondary level)"Seashell Animals"

Classes met on Monday, Wednesday and Fri-day from 9-12 noon. The school 3ystem turnedQueen Street High School and two rooms atMorehead Elementary School over to the pro-ject, and provided a bus and driver at eachschool.

Classes began at the school building and therewere short lectures, demonstrations and movies.But every day was field trip day. In a purposefulway, classes combed the beaches, marshes, jet-ties, mud flats and even the decks of shrimptrawlers for interesting seashore life.

Upper level students engaged in guided indi-vidual research projects. Skin diving was sched-uled but cancelled for lack of a good pool forpreliminary instruction. It will be attemptedagain in the summer of 1969.

The success of the school was larp-Plv due to thefact that ten different instructors . . nousewives,graduate students, and school teachers . . . wereavailable who just happened to have lmowledgeand experience in marine science. This is due tothe nature of the area, which is a nucleus formarine research and university coursework.

Not as part of the Summer Science School,but as a cooperati,ye effort _with the CommunityAction Program, the -:-Marine Science Projectconducted twenty field trips for disadvantagedchildren in the summer of 1968. These added anew dimension to the experience of the pre-dominantly negro groups being served. Thesetrips were loosely structured, varithle in sub-stance and intended more as field "experiences"than as "instruction".

SUMMER SCIENCE SCHOOLTAKES TO THE SEA

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MARINE SCIENCE LIBRARY AND AUDIO-VISUAL AIDS

NEED: No film library existed in the countywhen the project began, but an A-V center wasorganized on a minimal budget in 1968. Attemptsto get films on loan proved in 1967 that the pro-cedure was unreliable.

BELOW: Special class in nature appreeiatiodisadvantaged ch ldren.

Reference libraries on marine science existedin the local laboratories and some hooks were inschool libraries. However, there were manycritical g..os and no central collection withwhich a curriculum development group couldwork.

APPROACH: Bibliographies of both books andmovies were collected and sifted through duringthe planning grant. In 1968 twenty-three marinescience films were added to the county A:vCenter. About two hundred science volumes winstalled in a reference and circulating library.The books were accompanied by a much largercollection of personal volumes of the MarineScience staff. They served as reference materialfor early curriculum planning and unit develop-ment. Unfortunately the entire collection burnedin the fall of 1968 and has been only partiallyand slowly replaced by insurance reimburse-ment. The photographic record of the projectwas almost entirely destroyed, including manyslides of marine habitats and animals.

The film library has been replaced and hasgrown to thrity-five fine marine science moviesand forty film strips.

PUBLICATIONSNEED: No basic publications explain natural

environments of this area in lay language. Notechnical literature has a comprehensive viewof the ecology of the middle Atlantic coast. Nograded units are available to teachers who wishto use marine environments as study areas.

SOLUTION: Teaching units are the backbone ofthe project, forming an integrated series of field-trip oriented approaches to coastal environ-ments. However, several basic publications willbe of widespread interest and broad application.

Three of these are summaries of large subjectsand provide reference material not availableelsewhere.

"The Major Coastal Communities of NorthCarolina" was mimeographed in April of 1968for use in in-service training and high schoolcourses. A second mimeographed edition willbe issued for the same reasons in 1969, althougha commercially printed version is at the print-er's and will be available by summer. The bookis an introduction to the forces that shape coastal

17

PUBLICATiON SCHEDULE1 MARINE SCIENCE FILM CATALOGUE (second edition)

BY FRANK L. CHAPMAN

2 THE MAJOR NATURAL COMMUNITIES OF THE CAROLINA COAST (second edition)BY JUDITH M. SCARFF AND WILL HON

3 THE FIELD EXPERIENCE (second edition)BY LARRY W. YEATER

4 THE REGIONAL MARINE SCIENCE PROJECT OF THE CARTERET COUNTY, N. C., PUBLICSCHOOLSBY WILL HON

5 SUMMER SCIENCE BY THE SEA (an annual self-supporting fun-in-the-sun adventure)BY BETH TAYLOR AND WILL HON

6 A DAY WITH DON AT CAPE LOOKOUT SEASHORE (third grade supplementary reader)BY BITSY DUDLEY AND DORIS KING (illustrator )

7 DON EXPLORES A TIDAL FLAT (third grade supplementary reader)BY BITSY DUDLEY AND DORIS KING (illustrator )

8 HOW SEA ANIMALS LIVE (fourth grade unit on individual adaptation)BY FRANK L. CHAPMAN

9 LIVING COMMUNITIES OF THE SEASHORE (fifth grade unit on interrela ionships)BY FRANK L. CHAPMAN

10 THE OCEAN AND MODERN MAN (sixth grade on uses and abuses of the sea)BY FRANK L. CHAPMAN

11 SALT MARSH, SOUND AND SEA BEACH (seventh grade unit on population dynamicsBY FRANK L. CHAPMAN

12 THE SEA AND ITS BOUNDARIES (eighth grade unit on coastal processes and oceanOgraphy)BY FRANK L. CHAPMAN

13 THE FIELD APPROACH TO COASTAL ECOLOGY (spring and fall tenth grade biology units)BY BETH TAYLOR

14 EXPERIMENTS WITH SEA WATER (supplemen s for high school chemistry courses)BY EILMA REUSCH

15 NORTH CAROLINA: OUR ROLE AT THE EDGE OF THE SEA (text for a high school course in coastalresource management)BY WILL HON

16 MARINE ECOLOGY (lecture, lab and field trip materials for a full year advanced biology coursestressing research; college preparatory)BY JUDITH M. SCARFF;

17 MARINE iGIENCE (a series of monthly feature articles compiled in booklet form)BY JOANNE WHITNEY, WILL HON AND OTHERS

18 ALL PUBLICATIONS EDITED AND ILLUSTRATED (except where noted) BY WILL HON

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JAN. FEB. MAR. APR. MAY JUNE JULY AUG. SEPT. OCT. V. DEC. JAN. FEB. MAR. APR. MAY JUNE

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environments and a survey of the major naturalcommunities: ocean beaches, dunes, sounds,tidal flats, jetties and pilings and marshes. Thereis a community analysis, an overall picture, across-sectional diagram, a food web, drawings ofthe typical plants and animals, ecological notesand discussions of adaptations of organisms.

As a companion volume to the "Coastal Com-munities" book, a checklist of species found intidewater Carolina is being prepared for simul-taneous issue. It will include scientific name,common name, ecological distribution, seasonalabundance and the name of the authority for theinformation. The checklist is being compiled byleading research workers on the coast, witheach author treating the phyla which he or sheknows best. Keys to identification will be in-cluded for some groups, with a bibliography ofsource materials appended.

The third reference book will not be availableuntil 1970. "COASTAL CAROLINA: Our Roleat the Edge of the Sea" is being prepared as apartial text for the Coastal Affairs course in thehigh schools. It is a summary of the physicalfeatures of this region, of the marine resourcesand of all the agencies which are playing a rolein their management. Included are sections oneducational agencies which teach marine-oriented courses, and specific information aboutthe programs and personnel of managementagencies. This information is of wide interestand in dire need of compilation, so its use willfar exceed the course.

Two publications concern methodology andmaterials. The FILM CATALOGUE (secondedition) is now available. It lists movies, film-strips, slides and records available for freeloan. "THE FIELD EXPERIENCE: A WHY,A HOW" was a rationale for use of field teps inschool programs. When the supply burned itwas decided to issue a new field trip guide, nowin preparation.

A great volume of mimeographed material hasbeen prepared by Mrs. Scarf( and others of thestaff for the MARINE ECOLOGY course. Itincludes a detailed outline for a course; originallecture materials for over half the year (usingLife of the Seashore by William Amos as a sup-plement); notes for adapting The Oceanographyby Yasso for a major unit; additional materialsadapted from the best authorities on coastalecology; and weekly two-hour labs or field trips.

The material is a full year's work for a goodclass of high school juniors and seniors. How-

Assembling mimeographed publications is amongthe most time-consuming jobs. For widespreaddistribution, books go to commercial printers intheir .final editions.

22

ever, it is likely that teachers will use thismaterial only as a nucleus for developing theirowm course. It is available in mimeographedform to any interested teacher. Mrs. Scarff willalso be glad to consult with any teacher con-sidering the establishment of a similar course.

A projected schedule for release of all publi-cations is included at the end of this section.Printing is one of the trickiest of all administra-tive procedures, requiring complex purchasingdepartment paperwork and subject to printers'whims. The schedule of manuscript preparationis realistic, and teachers really needing informa-tion can get it from us in some form.

The teaching units are actually issued in aform which makes them usable as popular book-lets on interesting coastal subjects. Teachers'notes are separate, mimeographed and subjectto constant improvement.

FEATURE ARTICLESNumerous news articles, mostly feature

stories, have appeared in the Carteret CountyNews-Times and one in the Raleigh News andObserver. Extra copies, intended for later dis-semination, were destroyed by fire. Severalmagazine articles are scheduled for 1969, butthis booklet includes much of the informationwhich will appear in these articles.

The exception is a series of thirty popularizedarticles on marine environments. These willappear first in the Carteret News-Times butwill be available to all newspapers. The MarineScience Project will appreciate your help ingetting other coastal papers to adopt the series.

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2. IN-SERVICE TRAINING. All future in-service sessions will be broadly publicizedand will be open to out-of-county teachers.At present all expenses will be covered bythe Marine Science Project, but futureprograms may require local participation.

3 CONSULTATION SERVICE. The Ma-rine Science staff often confers with edu-cators from primary to graduate schoollevel and is glad to be involved in anyplanning sessions which involve marinescience, general ecology or field trips asfacets of education.

4. FIELD TRIP GUIDANCE. Teachersusing our units are welcome, within thelimits of our resources, to bring groupsto us for field trips. Special trips also maybe arranged. In-service programs of theMarine Science Project will be a greatasset to teachers who plan to use the units.The project will also set up a workshopen use of field trips for any county want-ing to make a concerted effort to encourageteachers to make more and better use offield trips.

5. LIBRARY MATERIALS. Both books andaudio-visual aids are available to anyonewho needs them. Some books critical tocurriculum development are kept in thelibrary, but serious researchers who wishto spend time with the staff and referencesources are welcome. A filing system ofcurrent articles is also available.

Movies and film strips are also avail-able for free loan, as listed in the filmcatalogue. The only restriction is thatmovies used as part of our teaching unitsare reserved during the month or morethat our teachers use them.

6. REGIONAL NEWS. Our function of keep-ing administrators and teachers informedand inspired obviously faltered after thefire that destroyed the first center. TheMarine Science Project, however, is againin the position to issue period news andfeature items, to sponsor occasional con-ferences and to serve as an exchange forideas. Your inquiries or suggestions willbe appreciated.

For May of 1969 an informal attempt to co-ordinate the efforts of several marine scienceeducation is planned. Guests will see a varietyof student activities to serve as a foil for dis-cussing techniques of education.

22

PLANNING FOR AN EXHIBITLABORATORY AND FIELD TRIP

CENTER

NEED: No Carteret County school has facilitiesto encompass the Marine Science Project asdesigned in the planning period. As a curriculumdevelopment program it has thrived in tem-porary quarters and utilized space in individualschools. As an instructional program it hasbeen limited by lack of a specialized facility.Even more severe are the limitations on servicesto other school systems.

Field trips have been successfully conductedfrom local classrooms by relying on local marinelaboratories for "wet lab" facilities.

However, as the project expands to work withother counties, neither the schools nor the marinelabs can absorb the mushrooming demands forspace.

APPROACH: More than a hundred possiblesources of funding have been contacted, andbrief presentations have been made to officialsof half a dozen agencies which have specificinterast in the future of marine science educationin this region. Some responses have been en-couraging enough to indicate further effort.

Each agency approached has slightly dif-ferent objectives from the othe,-s, so severalconcepts for the facility have been envisioned.With the hope of evolving a less expensive, moreflexible and more expandable building, the direc-tor has worked with an architectural firm tooffer alternatives to his own design. The originalconcept, created by Will Hon during the plan-ning grant, was a $350,000 building with over15,000 square feet of exhibits, demonstrations,aquaria, small auditorium, reference room, officespace, workshops and six saltwater laboratories.New approaches trent toward open air exhibits,module construction, multiple-use areas andmovable partitions. The ideas will be publishedif never used in execution of the building.

Whenever schedules permit, out-of-county classesare served by the project. Here an upstate classarrives for two hours of unique field experience.

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CONCLUSION

It may well be, as Rachel Carson mused, that itis not as important to know as to feel. The CarteretMarine Science Project may create few researchbiologists, but it can scarcely fail- to make ourclerks, salesmen and firemen of the future acutelyaware of the complex marriage of land and sea.The itiWrtwining of these two worlds is fraughtwith the greatest potentials and the most grieviousof problems.

The objectives and approach of the MarineScience Project may be summarized in this idealstate of mind:

We will be happy if our students, in the yearsahead, can never pass a marsh, a mudflat or abeach without having their curiosity piqued enoughto try once again to answer the questions raisedby our study of these habitats. Every future en-counter then becomes a chance to add a few morefacts to an equation and to get a better answer.

mLTt i.STAFF

DIRECTORWILL HON has supervised both the planning andoperational phases of the project since Septemberof 1966. Mr. Hon is an enthusiastic ecologist, witha B.S. in Wildlife Management and an M.S. inAnimal Ecology (ornithology) from N.C. StateUniversity, where he was engaged in a doctoralprogram when hired to head the project. He servedtwo years as an army lieutenant, one in Korea in1950. Hon was chief of information and educationfor the Tennessee Game and Fish Commission forfive years, was science teacher in a private schooltwo years, and returned to N.C. State as a zoologyinstructor. In 1964, he became an editor and pesti-cide education specialist for the Agricultural Ex-tension Service, on the campus, while continuingthe Ph. D. work. Will is staff artist, illustratingproject literature and preparing exhibits. He isactive in restoration of historic Beaufort, N.C., isa renovator of old houses, a Sunday school teacherand a weekend painter. His hometown is Char-lotte, N.C. His wife is a teacher and they have ason nine years old.

28

CURRICULUM SPECIALISTJUDITH SCARFF is a native of Beaufort. Shejoined the project in June of 1967 when she re-ceived her M. E. degree in Science Education fromDuke University. Her B.A. (science major) wasfrom Salem College. Miss Scarff's preparationincludes summer courses and work as a researchassistant at Duke University in Durham and theDuke Marine Lab, and summers in the family'scottage on isolated and beautiful ShacklefordBanks. Judie is an accomplished pianist and helpswith local musical dramas.

In addition to teaching the MARINE ECOL-OGY course, she has authored some basic publica-tions and news articles, has worked with highschool students in a great variety of extra-curricu-lar activities and is responsible for evaluationprocedures of the project.

Curtrute-uL4u1E'RAIVIC CITAPIVIAAr eme to the project in A.ugustof 1967 from Florida State University, where hehad just completed his Mastel- of Science degreein biology. Besides considerable background inmarine science, his experience includes: one yearof teaching junior high earth science, assistantin Vertebrate Zoology course at F.S.U., two springsof ornithological research over the Peninsula. ofFlorida., and six weeks in the Republic of Panamastudying birds and bats. He is a. SCUBA diver,a swimming and first aid instructor and has re-cently received his license for piloting light air-craft.He lives by the water at Smyrna, where he hasa boat and a retriever. His spare time is spentfishing, birdwatching and flying. His wife Jerre isa. radiological technologist at Sea Level Hospital.His work with the project is primarily thedevelopment of curriculum units for grades fourthrough eight, but encompasses teacher workshopplanning ama dissemination of project materials.

"Ala

Curtnicu-L.-um sriCIALisrrBE= (MRS. PERRY) TAYLOR is a. part timecurriculum specialist, working so far on the tenthgrade -units and assisting in the two marine sciencecourses. Mrs. Taylor holds a. B.S. (biolog-y) fromPfeiffer College and an M.A..T. (zoology major)from Eouke University. She studied two summersunder 1%.1-SF grants, has taken summer course-work at 1:1uke Marine Lab, and served as researchassistant at -LING Institute of Marine Science andHowman Gray School of Medicine. She has taughthigh school general science and biology and adultnight school. She has a son one year old.

LARRY.leaving a doct.versity. His PIbut his M.S. 1A.experience inewith Operaticalways been awith the projactivities. He lgraphic work.tor, muzzle-loa.He has been .zis president ofand teaches kto young peormarried, and li

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IE LD ASSISTANTDICK LEWIS joined the staff in the fall of 1968when the project acquired its own bus. He is fromHarker's Island which is a stronghold of fishingfamilies who cling to the good life discovered theregenerations ago.

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SUPERINTENDE NTLENWOOD LEE has not only given support to

the project, but was in fact its creator. In talkswith Dr. Deubler and other marine biologists, heturned the apparent but elusive gap between sci-entists and public into an ESEA Title III projectproposal.

30

SE CRE TARY-BOOKKEE PE RPATSY FEAGLE has been with the project fromearly planning stages. She is the granddaughterof whalers who lived on now-deserted ShacklefordBanks, and retains the down-east love of the sea.

CHAIRMAN OF THE BOARDOF EDUCATIONDR. AL CHESTNUT, director of the Universityof N.C. Institute of Marine Sciences, occupied keypositions linking biologists to educators and gavehimself and his staff when needed to initiate theproject.

32

THE ADVISORY COMMITTEEDR. EARL DEUBLER was, at the time of theproject's creation, an ichthyological researcher atthe University of N.C. Institute of Marine Seier.ces.A father himself, he was keenly aware of educa-tion problems and is now a teacher at Hartw ickCollege in New York State.DR. AUSTIN WILLIAMS, a specialist in crusta-ceans at the U.N.C. Institute of Marine Sc:ences,served as chairman of the committee during thefirst critical year; father of a high school boy.DR. SANDY WOODS, mother of elementary schoolchildren, with scientific training and experienceas Science School director and lab assistant atDuke Marine Lab_DR. THOMAS DUKE, now director of the GulfBreeze Laboratory in Florida, assisted in the earlystages of the project when he was with the U.S.Bureau of Commercial Fisheries RadiobiologicalLaborator2 in Beaufort.ANN (MRS. JOHN) COSTLOW, is wife of thedirector of the Duke Marine Laboratory, butbrought her own knowledge to the committee as amother and Summer Science School instructor.DR. WINONA VERNBERG, half of a noted hus-band-wife research team at Duke Marine Lab,is also a mother and resident of a small coastalcommunity.

REGIONAL

AN E.S.E.A. TITLE III PUBLICATION

by the

N Vrof the

CARTERET COUNTY PUBLIC SCHOOLS

Beaufort, N. C.

T. LENWOOD LEE, Superintendsnt

34

PROJECT

THE LIVELIEST CLASSROOM IS LIFE ITSELF

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