Leadership mentoring

This was a useful session -the time flew by and conversation took its own natural path.  

We spoke about my feelings of inferiority in comparison to the current leader.  Kris suggested having this conversation with the leader with the aim of becoming confident in my own style.  I realised that it's important to request feedback from a mentor rather than trying to second guess.  

We spoke about conflict in light of a TED talk I watched recently which proclaims conflict can lead to deeper thinking and thus needs to be embraced.  



Kris had some sentence starters for me which could be useful in different situations/

• Ok, I hear you have a different point of view.  I'm prepared to ....
• This is important to me, thank you for taking the time to ....
• This is really important to me, I'm wondering of we could talk about it another time?
• This is going a bit fast for me can we chat again tomorrow?

I also need to be mindful of expressing my agreement as often as my disagreement rather than assuming no comment mean I agree!

We talked about an ideas mindset and clarifying the purpose of the meeting.  Is the meeting for generating ideas or decision making?  Is there an ideas section on the agenda?  Try allocating time for social chat either at the start or end of a meeting.

Gem:  The key is dealing with the unexpected in a leaderlike way

Mediterranean Fanworm elimination programme

This week Rex and his crew are monitoring the local marinas and boats for fouling and Mediterranean fanworm. One boat is so bad that it needs to be hauled from the water for cleaning.

This is an unwanted organism in NZ and unfortunately has already become established in Lyttelton Port, Whangarei and Waitemata Harbours.

Boat owners can help elimination efforts by ensuring the hull of their boat is clean and anti fouled.  They need to take particular care if coming from Auckland as this is where the highest densities of fanworm are.

The fanworm may adversely impact on native marine species and potentially reduce underwater scenery impacting on dive scenery.  They could also clog dredges and foul fishing gear.  Initial studies do suggest impacts on species and nutrient flows.

This project is a good example of participating and contributing - a decision has been made that this is an issue and actions taken such as the monitoring programme.

What might this look like in the classroom?

Could someone like Rex come to school to share knowledge about fanworm and the issue.  We could connect this to what we know about other invasive species in  NZ. 

People initially brought possums for fur and deer to hunt.  As knowledge has changed over time we know realise that the NZ environment can't adapt quickly enough to cope with these introduced species and some of our native animals have become extinct and endangered.

With this in mind we could engage with a range of scientific texts and consider how we can take positive action. 

Tuning kids into science

Carol McHardy – Primary School Teacher –

Glenview Primary School

A lot of students are turning off science in the late primary and intermediate years.   Better engagement in science is required to create a more scientifically literate society as well as promoting STEM (Science, Technology, Engineering and Mathematics) careers. 

The Royal Society of New Zealand administer a programme (Science Teaching Leadership Programme) for teachers of years 1-10 where they are placed in a science organisation for two terms to work alongside scientists and find out what scientists do, focusing on the Nature of Science.  The Nature of Science is the over-arching strand of science in the New Zealand Curriculum.   This placement has a curriculum development and leadership component to assist with professional development at the teacher’s school.

During this seminar, I will give some background information then show you some of the experiences I have had while at NIWA.  For example: Sorting and sifting benthic animals for Marine Ecology; National Water Quality Monitoring; collecting sediment samples, working in the ecotoxicology labs;  helping with a fish surveys; taking samples at an experimental wetland; observing how many fish make it up a culvert and preparing samples for analysis.  (lots of photos)

I then connect the dots by linking my NIWA experiences to the New Zealand Curriculum and the classroom.

This flyer was circulated among the science faculty and also to the media apparently!  Ange I decided to go to support Carol, hear about her experience and glean ideas for any presentations we may do.  Dave hinted that a presentation (with refreshments!) would be good to do for our hosts.

After a few technical difficulties Carol was able to begin outlining the need for the programme, the three main components of being hosted by a research facility, curriculum and leadership development.

Some ideas that I got for my presentations are:

• a screenshot of the actual science curriculum page showing the strands and a paper copy of the document itself could be interesting
• a photo and information about me at school
• information about the current state of science and the impetus for the STLP
• what the STLP is
• concrete examples of NoS in action from my perspective and how this might link to concrete examples of NoS at school
• gems from each photo/experience
• a few pictures per slide so that the detail can be seen
• issues and solutions for teachers (why science not happening and what can be done)

Science in a Van

On Tuesday, the whole school was treated to a science stunt, then different age groups came back to the hall for science demonstrations.   This was our first time having Science in a Van come to visit.  

I was impressed with the very natural incorporation of NoS and capabilities in the show as well as the fun that was injected throughout.  I'm sure many kids will be trying out different bubble mixtures at home as a result!

The show was relatively expensive which got me to thinking how we could maximise the visit.  Teachers need to watch the show with their PD lenses on and follow up with learning in class.  If we treated these shows more like the Life Education trips we would really get bang for our buck!

On a related note, I did see today that "Lab in a box" has recently received MBIE funding to construct and transport a lab in a container that will be delivered to rural schools.  Along with House of Science, it seems that a lot of effort is going toward getting science in schools.

Te Kowhai School visit

Yesterday, three STLPs and I went to Te Kowhai school to visit Juliet (an ex fellow) and her class in their MLE.  

Juliet team teaches a class of 60 ish with another teacher. The day we visited the girls were in class working on Science stations and the boys were elsewhere preparing for their assembly that they were running.

My initial impressions were: the hum of activity, the engagement of the children and the interesting activities they were doing.  One group was observing and contrasting skulls (real ones on display) another group were watching a skull video on the class TV and then had a follow up activity to complete. 

My initial questions were:
How is the work monitored?
When are deliberate acts of teaching done?
How are priority learners catered for?

Dredged material sampling

On Wednesday I was lucky enough to join scientists from the CMFS who are taking samples prior, during and after the Port of Tauranga dredging project which will widen and deepen shipping channels.

Port of Tauranga dredging project 

We sampled at two places, and divers went down 18-20m to collect sediment.

This will then be sieved and analysed for animal matter and also trace metals.

Orca in Tauranga harbour entrance

While out sediment sampling today we kept coming across Orca!

House of Science PD

I have attended 2 sessions this term aimed at teachers of Y5-8 and teachers of Y0-4.

Chris had a great technique in the first session in which she got us to brainstorm all we knew about light. Lots of vocabulary came up such as the electromagnetic spectrum, refraction, prisms etc.  Chris preceded to tell us that this was all Y12 physics!  There was an almost audible sigh of relief and relaxing of shoulders in the room!

We discussed her mystery box and the mystery pottles in her NoS kit.

Some time spent discussing the speed of light versus sound and experiments in which you can pop a balloon at the far end of the field.  More information from Suzy's world

We explored with laser lights/mirrors and a coin in the bottom of a cup to discover the properties of light such as it can move in a straight line and that changes in speed cause the light to change direction (refraction).

A related activity on the science learning hub is about floundering and the best way to line up your spear.  I thought these would be fantastic interactive activities for our upcoming science expo.

Primary Science Week 2015

2015 is the International Year of Light.  

Many schools and organisations around the country have been celebrating with light lessons in class and PD for teachers.

John Marsh of Tauranga Intermediate School has hosted workshops all week. Tuesday's session was based on the Science Capabilities and a website he has created with explanations of these and links to lessons which relate to these.

Science Capability site

He spoke of consumers being bombarded with products and services

See NZ Science Teacher for articles on capabilities and "science talk".  This directed me to the ARBs.  These have been redeveloped with NoS and Capabilities in mind and also link to BSC and MBS books.

His thoughts on the capabilities:

1.  Gather and interpret data
is it measurable?
observation/inference
Jurassic Park example (Footsteps in the sand) in which you can judge the speed of a dinosaur based on its footsteps

2.  Use evidence
mystery boxes - What's in them?
What do you already know?  This reminds me of...

3.  Critiquing evidence
Tree Octopus example  the site looks plausible, internet does not get peer reviewed or sued!  Published material can.

Using science ideas/advertising to sell products such as colonic irrigation...

4. Interpreting data
portrayed as good science
NZ example is Ribena

5.  Engage with science
How Wolves change rivers in Yellowstone Park
Where do you get your information from and how do you verify it?
Innoculation debate and links to autism
related to the notion of certainty and scientists are never certain!
risk taking and informed decision making to reduce risk

general public know more now and more discerning and demanding
Who is saying it and why?
Do they have a vested interest?
Decisions about own and others health, when balancing risk there is no definite right/wrong answer (does this also relate to the capability 3 critiquing evidence in which not all questions can be answered by science?")
Nuclear is now the clean fuel in Europe but there are risks involved
Hydro electric is clean versus damage to ecosystem and cost involved
NZ water cleanliness standard is "wadeable" due to Dairy industry influence



The capabilites are rich with discussion opportunities.  Another real life issue is the 1080 debate. Do the benefits of eradicating possum outweigh the numbers of native and  non native species in the forest also being killed?

John also had a variety of activities set up which investigated the properties of light.

My favourite was this simple activity which demonstrates the concept of refraction.  I might set this up at our Science Expo in Term 3 for parents to try. This is also an example of a discrepant event - something which does not turn out as expected.

The second workshop I attended was based on 101 science activities which can be done with a piece of string.  These included pendulums, paper cup telephones, instruments, newton's cradle, centripetal and centrifugal force, capillary action.

The gems I took away from these workshops were the importance of discrepant events to engage and invoke curiosity and also the ease with which we can use a few simple items to demonstrate science concepts.  With a few well thought out questions we can then extend these activities to build on NoS concepts and science capabilities.

Core sediment sampling in estuary

Julien kindly let me tag along to see the sampling process he undertakes.  By now he has it down to a fine art!

The equipment is heavy and fragile so we had to park as close to the site as possible.

Aluminium pipe was hammered into the ground which collected the sample as it went down.  A tripod was then set up with a block and tackle to pull the pipe out again.

A second sample was taken to ensure reliability of results.  (Capability - supporting ideas with evidence)  We then packed up and cleaned the equipment. The sample has been split in half in order for it to dry then it can be analysed for trace metals.

Curriculum Day 2 Part 2

Nation of Curious Minds is about connecting, linking and networking

Possibility of visiting Carol B (past fellow) at Hampton Hill Primary School to see how she is integrating science

Dual role of scientists - creators AND crtiquers of claims

big groups encourage disengaging and make it difficult for individuals to be heard

Characteristics of good evidence are:
reliability
replicability
accuracy

Assessment - Alice

Why?

Helps kids' learning
improves teaching

What?

Content
Application of content (use it)
Science inquiry skills (capabilities)

Lester Flockton 2009

Scientific drawings
annotated drawings

no template given and often no exemplar meaning children share their new perspective of the world

Air teaching ideas (umbrella behind runner, balloons holding table, tissue in cup in tub of water which doesn't get wet)

Expo/Masterchef
authentic audience

WALT that about

Capabilities expand NoS, a way of teaching NoS

Yesterday we did ... , today we are doing...

Yesterday we collected data, today we are going to use it

Co constructions can be useful

"What does ... look like?"

Austin's Butterfly

coke bottle clouds

Curriculum Day #2 30.04.15

Richard Hall from Stonehenge Aotearoa

"Not knowing stuff is awesome"  quote from scientist Jenn bumped into

In the 19th C some countries will still marked as "unknown" in encyclopedias

Science -speculation, theory, fact
Belief/Faith - spirituality, religon, mysticism, magic

Science Capability - Critiquing Evidence (Not all questions can be answered by science)
Full moon is linked to increased crime

world was uncertain for early humans apart form the stars
untouchable thus the realm of the gods
Great Bear Constellation - plough
Star signs initially marked important events happening in lives ie.  Matariki

Earth maintains its tilt thus the same seasons at the same point in its orbit

Time keeping important for farming, migration, navigation (Kupe)

Story telling
throughout most of history there has been no written word
stories are a way of encoding knowledge
Kupe's octopus - ocean current

Children trained from 4-puberty to be a living book

Word meanings change
virgin - wise woman

Mythology interweave supernatural, facts and symbolism

Visuals are worth the time they take to prepare in powerpoint presentations

Portents (celestial signs) herald important events

If you can read the sky you can understand the mind of god!

the word month comes from moon
Maori use lunar calendar
European solar 

Menstrual cycle, lunar calendar, moon usually a feminine symbol

Land of the long white cloud - at statioary clouds form over landmasses

fish hook -symbol of teacher
cast hook, don't tell everything

Lots of good einstein quotes

Curriculum Day 1 - 29.04.15

NoS: knowledge ABOUT science
Context:  knowledge created by science

Science fair tends to consumer testing

Try Padlet - for brainstorming in class

Reading about science is not the same as doing science, testing the real world is the final arbiter of claims

BSC and MBS are a one stop shop for resources, especially for addressing misconceptions
google, children's non fiction to build Teacher content knowledge

Capability 2 - Thinking with Evidence

Kahoot - free online quiz (used after treasure hunt activity, could work well for staff PD)

NEMP - National Education Monitoring Project, could be useful for assessment ideas and PD

What did you do first? What happened at the end?  What happened in the middle?

What did you have at the start?  At the end?  In the middle?

Baking soda in tissue in bottle with cork

Berocca in water in film canister

Baking soda + citric acid+ icing sugar

 Demonstrating the Moon orbiting the Earth and how the Sun's light appears on the moon.
Some people think....how could we test this?

Demonstrating a caldera using a balloon in flour.  A caldera is a cauldron-like volcanic feature usually formed by the collapse of land following a volcanic eruption. They are sometimes confused with volcanic craters.

Choice Chamber Experiment

Nathania is setting up a choice chamber experiment which larval king fish will have the choice of harbour water or estuarine water.  This is the last part of her experimental work before she starts writing up her Masters thesis.

To test the water flow Nat added food colouring to check that the flow of each sample was the same - it did look the same which was fantastic!  

This links to the science capability of critiquing evidence in which data will be evaluated for trustworthiness.  If the experimental design is flawed, her data is less reliable.  This also links to the NoS objective of Investigating in Science in which appropriate investigations are carried out develop explanations.

Nat is going to segment and label the areas of the chamber so that she can count how many fish are in each area at different intervals.  This is a good example of how numeracy is inextricably linked to science.  

Marine Biology and Aquaculture kit launch

After weeks of thinking, planning, creating resources and trialing the activities, our kit was reading to be launched at the meeting of the Regional Council today who have sponsored the kit.

Our brief was:

• 3- 4 activities pitched at NZC levels 1-4
• activities must be hands on
• all materials required must be contained within the box
• must cost less than $1000
• must have an aquaculture component
• teacher manual must be relatively short

Chris spoke briefly about the House of Science and its aims then we had a chance to talk about out role as participant teachers, the activities in the kit and how this will relate to real life teaching in classrooms.

The response was positive and we felt a great sense of achievement to have the kit complete and about to be sent out to schools.

What's the point of school?

Another PT recommended this reading - I cheated a little and watched a 30 minute clip!

At the heart of education are engaged students, enthused teachers, improved results and life long learners.  

Spoon feeding, superficial labels such as VAK and parroting back slogans such as which multiple intelligence we are using do not work.

Aspects of a BLP (Building Learning Power) culture are using the language of learning - not work, Modelling being a learner, activities which will stretch the learning muscle, valuing progress as much as the product and truly co-constructing the school curriculum.

Now what?

I need to think about my current classroom practice and how I can adapt it to Build Learning Power.  NoS and Science Capabilities seem an excellent vehicle and a good place to start.

Exciting rangatahi about the potential of science

Yesterday we attended the launch of two bilingual resource kits at Te Wharekura o Mauao.

This work has been a collaboration between the secondary school and the House of Science, facilitated by the Priority One instep programme and with funding from the NZ Lottery Grants Board.

The kits are both about wetlands. One focuses on the land and one on the water.  The teacher notes and activities are in Te Reo Maori and English.

The day started with a Powhiri, morning tea and then two Y11 students spoke about their experiences working with the wetland so far.

We then had speakers from other stakeholders speak to the group and then the kits were officially launched.  After lunch we were taken on a tour of the school.

The school has its own wetland, Te Repo to look after.  This means that the students can relate what they are learning in the kits directly to their own context.

Science Capability:  Engage with Science

Plant and Food research

Yesterday PTs from the BOP and Waikato plus some classroom teachers from Te Puke Primary school met at the Te Puke site of Plant and Food research to learn more about their work.

To quote, "our science delivers new plant and seafood based foods, beverages and ingredients from environmentally and economically sustainable production systems".

It was very interesting and we learnt a lot about the long process of releasing kiwifruit cultivars, impacts of Psa-V pathogen and girdling on kiwifruit, possible interactions between fungi and pests such as chorus cicada, potential use of pheromones to disrupt moth mating behaviour around avocado trees and research into a potato blight using radioactive compunds.  These ideas were presented through vocabulary, photos, diagrams and statistics on a slide show, diagrams on the whiteboard and also specimens for us to look at and hold.

Science Capability - interpret representations. Scientists represent their ideas in a variety of ways including models, graphs, charts, diagrams and written texts.

We also learnt of the potential of awheto as an international export. This caterpillar is prized in China and has also been highly regarded by Maori for its medicianal benefits and use in tattooing.  With more research and consultation with iwi there is the potential to expand this as an export commodity too. 

NoS Participating and Contributing
Explore various aspects of an issue and made decisions about possible actions (awheto has potential but would need to find out where it is currently commonly distributed and investigate partnership with iwi)

Sediment sampling

On Friday I went out on the Maki with Dave, Rex and Caleb to sample sediment from different locations in the Tauranga Harbour.  Dave is working towards his MSc and is interested in "Environmental effects of Port runoff from timber processing".

We took a control sample close to Matakana Island then samples from the north and south of the port where the logs are loaded onto the ships.

The smell close to the ships was unpleasant and strong.  Visually the samples looked a lot different when taken from the different locations. They were quite shelly and grainy from the control site and slimy and dark from by the port. 
(Science Capability - gather and interpret data)

Dave had his sample bags and specimen containers prepared in advance with labels written on waterproof paper.  He had also borrowed a dredge called the Petite Ponar.  This is used for shallow samples.  At times it didn't work so we also had Rex on board in his dive gear ready to collect the samples manually if need be. 

NoS
Understanding about science - science is a way of explaining the world and knowledge changes over time (this sampling hasn't been done since 1998)

Investigating in science
Ask questions, find evidence, explore simple models and carry out simple investigations to develop simple explanations

Fertilisers in NZ

Yesterday Dr Hanno van der Merwe came to speak to the Ag/Hort high school teachers (and me!) about fertilisers in NZ. 

Fertilising maximises food production and food is crucial to human survival.  As nutrients are constantly extracted by farming every year we need to put these back.

He spoke in depth about phosphate fertilisers.  Phosphate rock is imported from the West Sahara and made water soluble through acidulation.  Phosphate rock is reacted with a sulphuric acid.  You can see both the phosphate rock and silos of sulphuric acid stored at Balance.

Hanno made me think more about the importance of fertilising (my horse is kept on a 10 acre block and we haven't fertilised for years) and also about teaching the nitrogen cycle more at school.  I am definitely more familiar and comfortable with the water cycle perhaps this can be one of my next challenges.

NoS
Understanding - Science is a way of explaining the world and science knowledge changes over time (Hanno used lots of examples from history and the in particular the development of knowledge from caveman times to now)

Participating and Contributing
Explore various aspects of an issue and make decisions about possible actions (world population and food as a resource, minimising waste at Balance factory)

Science Capabilities
Engage with science (using fertiliser is an example of science in a real life context, also engaging with Hanno, a local scientist working in the fertiliser industry)

Shark dissection

Mel is the only person in NZ at the moment studying sharks!  Her Masters topic is:  Coastal habitat partitioning by sharks and rays (elasmobranchs).

A common by-catch, normally recorded and thrown back to sea (dead or alive), Mel has asked for dead sharks to be kept for her to study further.

Dissection is an  important way to understand the internal functioning of living things and I found it fascinating to compare the 2D image from the text book with the 3D object in front of us. 

Spiny dogfish earned their name from the line of sharp spines along their backs, and because they attack other fish in dog-like packs. They have flattened heads and relatively large eyes, and grow to about 1.6 metres  (Copied from http://www.teara.govt.nz/en/photograph/5315/spiny-dogfish)

The most incredible discovery was that of 9 baby sharks still attached to eggs inside the mother.  She also had quite a few unfertilised eggs inside too!

I read that spiny dog fish have the longest gestation period of any animal - 24 months!

NoS

Understanding about science- gills, embryo
Investigating in science - dissection

Capability
Gather and interpret data - big stomach=pregnant

Rena Sampling

This morning when I was over in the hangar looking for the shark dissection, I bumped into a crew processing Rena samples.

I learnt that this is the fifth round of sampling from the Rena and is expected to continue for 10 years from when the ship wrecked.  I also learnt the Rena has been the second most expensive wreck to clean up in the world and that it is the most expensive monitoring programme thus undertaken in NZ so far.

They are sampling different species from all trophic levels.  While I was there, kina (omnivore but prefers large brown seaweed) and turban snails (herbivore grazing on algae) had been collected and were being prepared to be sent away for testing.

Participating and Contributing - use their growing science knowledge when considering issues of concern


Science Capability:    Engage with science in real life contexts

 

 

First lesson at House of Science

Chris D invited us to teach lessons from the Marine Resource Box we are preparing to a visiting school.  This tied in nicely with an assignment we have to do as part of our course in which we need to incorporate the science capability of "Critiquing Evidence".  It also gives us the opportunity to test what we want to include in the box and to put into practice ideas we have been learning on our curriculum days.

We focused on classifying and naming shells, modelling how a filter feeder eats and questioning and challenging.

We then reflected on our teaching and the learning and have tweaked a few things for tomorrow.  Namely making more explicit to the children (and their teachers!) the way that checking the source of a text is reliable and utilising peer review are forms of critiquing evidence.

Sponge samples

Today Chris explained the process of identifying sponge samples.  One of the students here has been working in a previously unmapped area.

80% ethanol is used to preserve the sample.
A sample of this is put into Nitric acid to make the slide (this dissolves any organic material attached)
This is then washed with water and ethanol to leave the spicules behind (skeletal structure of a sponge)

A thick mount of fresh tissue is made in order to get a 3D view.  Seeing how the spicules are put together can give us more information. A more powerful microscope can be used to give more information too.

 

Gems from the scientists:

 

The work from others before helps us immensely today (prior sponge identifications)

Looking in a microscope is amazing

There are still a lot of identified sponges in our oceans

 

 

 

 

 



Field work in Tairua

From Monday 9 March - Thursday 12 March I was in Tairua helping out with some field work and processing of samples.  Below is the blurb copied directly from Rebecca's email:

"I am interested in how crabs process marine plant leaf detritus in the sediments. So, in addition to having crab treatments in the cages, I will add some seagrass leaf material to see how crabs facilitate it's breakdown and decay"

We all worked hard testing pumps and batteries, setting up the cages, taking and processing water and sediment samples then pulling it all down and setting it up in the next area.

 

Gems from this experience:

 



It is impossible to carry out investigations on your own
Nature does not work in with human sleep patterns
Scientists are extremely careful with their delicate equipment
Through repetition (sieving, changing filter paper) we get better at tasks

Reflections from Leadership Course in Dunedin

What now?  Day 1:

• Postcards from Dunedin to thank colleagues
• Use BES data in assignments and goal setting
• Practise mindfulness to achieve flow

What now?  Day 2:

• Incorporate values (school and personal) personality and leadership inventory findings into goal setting
• actively change outward behaviour so that it matches intent

What now?  Day 3:

• Identify 1 fatal career flaw and solutions
• Choose story to share at PD to utilise the power of story telling
• Type out vision and put up in prominent place and also paste onto documentation

What now?  Day 4:

• Find and print science proposal for 2015
• consider AI questions and progression for T4 and T4 - run this past JD and LM
• Plan a staff meeting around innovation and AI

Reflections from curriculum day #3 27.02.15

Alice shared her survey results in which children had to draw and label "Who could be a scientist?"  and "Do you want to be a scientist?"

16% wanted to be a scientist
50% maybe wanted to be a scientist

How to be a scientist - Sci tunes on You tube

Future in Tech ambassadors (volunteers from industry)
funded by the government
resources available online

Nail activity and play dough circuits

 

 

Message that science doesn't care who you are, it is a great leveller

 

Michael Winter from CORE education

 

There will be webinars coming up, use the blackboard collaborate software, Java and maybe Adobe needed

 

Believable contexts

Model resource use and linking to context

Onslow college - principal's award

 

Surveyed children about what they enjoyed/didn't enjoy about science

reframed classic units according to student interest

test by applying facts - not spotting facts

 

Science Postcards

could post these to students during the holidays

density activity in which we stacked colours

 

Literacy Online TKI - for Connected series 2013+

Can embed these slides onto the classroom blog etc.

Add link to R3 desktop

 

Google classrooms

Edmodo - perhaps a better blog format to use as more interactive between audience

 

Science Learning Hub - rapid response to Rena

often about NZ science

can come to school, host webinars

 

Capability activity - take a science photo and write observing and inferring questions pertaining to the photo and the NZC level that you have stated

 

Sedendipity

Canon inkjet printer invention

 

Continental drift, plate tectonics

Wegener 1912 - cartoon thought bubble activity

community of experts (volcanologist, seismologist etc) to use tectonic map and sea floor map to observe, infer and explain