Evaluation of the Bishop Museum's\
Science on a Sphere

Submitted to:

Bishop Museum

Mr. Mike Shanahan, Education Director

1525 Bernice Street

Honolulu, HI 96817

D R A F T

October 2007

# Executive Summary

This report presents the evaluation results for two education programs
developed by the Bishop Museum to be used in conjunction with the
museum's Science on a Sphere (SOS) instructional apparatus. The SOS
apparatus, made available to the Bishop Museum by the National Oceanic
and Atmospheric Association (NOAA), is a sphere upon which 360-degree
images are projected. Pacific Resources for Education and Learning
(PREL) was contracted to evaluate (a) the museum's public presentation
on global warming and (b) science education programs presented to school
groups that visited the museum.

## Global Warming

The SOS program on global warming was intended to increase understanding
of global environmental concerns, Hawaii's connection to such concerns,
and provide information on the ways in which individuals can reduce
global warming. In evaluating the program PREL addressed the following
two questions and found the following:

-   Is the SOS live presentation an effective tool for teaching the
    public about global warming?

> Yes. The difference between pretest and posttest scores was
> statistically relevant with participants' knowledge of global warming,
> and, in particular, their knowledge of its causes, increasing from a
> mean score of 6.3 to 7.9 on a 10-point scale. In addition, a majority
> (52%) of respondents indicated that they would be more likely to do
> something about global warming and 80% of respondents were satisfied
> with the global warming presentation.

-   How can the presentation be improved to increase its effectiveness?

> Recommendations varied. The removal of the flat screen visuals (an
> issue that has already been resolved by the museum) and the inclusion
> of additional information on what people can do about global warming
> were the basis of most recommendations. Additionally, some suggested
> the use of additional graphics, the discussion of opposing viewpoints,
> and/or the inclusion of additional interaction between the presenter
> and the audience. Our recommendations, derived from observation and
> participant feedback, include: (a) taking additional efforts to
> increase attendance, (b) maximizing audience attention, (c) enhancing
> presentation content, and (d) working to ensure consistency across
> presenters.

## Science Education Programs

Bishop Museum prepared 25-minute science modules to K-8 students. These
modules are stand-alone presentations on specific scientific content
(e.g. how tsunamis are formed, climate and weather patterns, the
formation of the earth). These modules form a part of a larger
multicomponent curricula intended for use with public school
instruction. In evaluating these modules, PREL addressed the following
two questions: (1) Does the SOS presentation add value to teachers'
coverage of the intended benchmarks? (2) What is the SOS presentation's
impact on student learning? Data was collected from pretests and
posttests administered before and just after presentations. The results
were the following:

-   Does the SOS presentation add value to teachers' coverage of the
    intended benchmarks?

> Yes. Teachers interviewed stated that the presentations clearly
> matched the selected HCPS III standards and benchmarks for their grade
> level. A review of scripts and tests found that benchmarks were
> included for all grade levels, but the coverage for grade 8 was not
> complete. Benchmark 8.8.5 (Explain how the sun is the major source of
> energy influencing climate and weather on Earth) was not directly
> covered in the script or the test.

-   What is the SOS presentation's impact on student learning?

> The presentations were effective in producing learning. The
> differences between pretest and posttest scores were statistically
> significant and large for all but first grade. The failure to detect
> learning in the first grade children might have been due to a failure
> of the measure as opposed to a failure of the curriculum.

# Introduction

This is the report or an evaluation of two educational programs
developed by and pilot tested at the Bishop Museum in Hawai'i. These
programs use an instructional apparatus available from the National
Oceanic and Atmospheric Association (NOAA). The apparatus is called
Science on a Sphere.

# Background

The Bishop Museum acquired a grant under the environmental literacy
program of NOAA to implement a 2-year project (September 2005--September
2007) called *Connections: A Comprehensive Environmental Education
Program Centered on NOAA Science on a Sphere (SOS)*. The Sphere is a
6-foot diameter carbon globe suspended from a ceiling. Images of various
types of content (e.g., weather patterns, growth patterns, ocean
temperatures, Mars exploration) are projected by four coordinated
computers encircling the Sphere at right angles. The images can run
automatically, looping without direct human intervention, or be
accompanied by live presentations.

The museum agreed to develop a number of informational and educational
programs, including (a) classroom lesions centering on earth and ocean
sciences, (b) lobby exhibits, (c) live demonstrations, (d) teacher
workshops, and (e) special event programs that used the Sphere. Pacific
Resources for Education and Learning (PREL) was contracted to evaluate
two parts of the museum's efforts: (a) a public presentation on global
warming and (b) science education programs presented to school
classrooms that visited the museum. These efforts were evaluated and are
discussed separately.

# Global Warming

The activities of the museum's SOS program were intended to increase
understanding of global environmental concerns and Hawai'i's connection
to those, and establish a basis for personal decision making and action.
The museum produced a 20-minute live program, "Too Hot to Handle: The
Science behind Global Warming," for the public using the Sphere to
depict the causes and effects of global warming (see, for instance,
http://www.ipcc.ch/). The museum wanted to know whether the program was
successful and how it might be improved. PREL designed an evaluation to
provide the museum with formative information about the global warming
presentation so that the program could be adjusted, if necessary.

## Design

The purposes of the global warming presentations were to alert the
public to the reality of global warming and the problem it presents, to
teach some of the facts involved, to sensitize the public to its
importance, and to motivate the public to do something about the
problem. Accordingly, the evaluation effort was designed to determine
whether participants were engaged in the presentation, what they learned
from it, how strongly they felt about global warming, and what action
they took as a result.

The evaluation approach---the questions, indicators, and measures---is
outlined in Table 1. Some indicators dealt with the process or context
of the presentation (1.1). Outcomes that occurred just after the
presentation as well as those that occurred later (proximal and distal
outcomes, respectively) were evaluated. The measures are more fully
described following Table 1.

Table 1. Evaluation Questions, Indicators, and Measurement Tools for
Global Warming Module

+-----------------+-----------------------+---------------------------+
| **Question**    | **Indicator**         | **Measure**               |
+=================+=======================+===========================+
| 1\. Is the SOS  | 1.1 Participants are  | Post-presentation written |
| live            | engaged during the    | survey                    |
| presentation an | presentation          |                           |
| effective tool  | (process)             | Interview (secondary)     |
| for teaching    |                       |                           |
| the general     |                       | One-week follow up,       |
| public about    |                       | telephone call with a     |
| global warming? |                       | smaller sample            |
+-----------------+-----------------------+---------------------------+
|                 | 1.2 Participants      |                           |
|                 | increase interest in  |                           |
|                 | global warming        |                           |
|                 | (proximal outcome)    |                           |
+-----------------+-----------------------+---------------------------+
|                 | 1.3 Participants      |                           |
|                 | increase knowledge of |                           |
|                 | global warming        |                           |
|                 | (proximal outcome)    |                           |
+-----------------+-----------------------+---------------------------+
|                 | 1.4 Participants are  |                           |
|                 | influenced to change  |                           |
|                 | behaviors related to  |                           |
|                 | global warming        |                           |
|                 | (proximal outcome)    |                           |
+-----------------+-----------------------+---------------------------+
|                 | 1.5 Participants      |                           |
|                 | retain interest       |                           |
|                 | and/or knowledge      |                           |
|                 | (distal outcome)      |                           |
+-----------------+-----------------------+---------------------------+
| 2\. How can the | 2.1 Logistics         | Interview                 |
| presentation be |                       |                           |
| improved to     |                       | Observation               |
| increase its    |                       |                           |
| effectiveness?  |                       | Post-presentation written |
|                 |                       | survey                    |
+-----------------+-----------------------+---------------------------+
|                 | 2.2 Content           |                           |
+-----------------+-----------------------+---------------------------+

## Measures

Descriptions of the measures used to gather information for the global
warming project follow. The measures are described, the target audiences
identified, the data collection methods given, and the period of
administration specified.

### Post-presentation written survey

-   What: Brief written survey including closed-ended, open-ended, and
    demographic questions. Seven items measured participants' beliefs
    about the reality of global warming (2 items), their emotional
    response to it (2 items), and their general knowledge about global
    warming (3 items). After the presentation, respondents were asked to
    report their feelings before and after the presentation. A 10-point
    response scale was used that had one anchor at 1 labeled "not at
    all," and the other anchor at 10 labeled "extremely much." This
    retrospective pretest methodology (where respondents are asked how
    they felt before an intervention and how they feel now after the
    intervention) has been used when pretreatment tests are not
    possible, and, sometimes, even when they are (Lam & Bengo, 2003;
    Lamb, 2005, Summer; Pohl, 1982; Pratt, McGuigan, & Katzev, 2000;
    Umble, Upshaw, Orton, & Mathews, 2000, June 15). The questionnaire
    is in Appendix 1.

-   Who: General public adult visitors who attended the SOS presentation
    on weekdays. All attendees of six randomly selected presentations
    participated. It was expected that an average of 10 participants
    would attend each presentation, for a sample size of 60.

-   How: Written surveys were distributed to all participants
    immediately following the presentation.

### In-person interview

-   What: The interview provided feedback on the questions asked in the
    written survey. For instance, respondents were asked about the
    impact of the presentation and its suitableness for children, both
    points of interest for the museum.

    -   Who: One to two adult attendees from each of the 6 presentations
        were interviewed, whatever was logistically feasible. A range of
        people were sampled---men, women, and various age groups.

### 1-week follow up 

-   What: Following their visit to the museum, some respondents were
    asked to complete an e-mail response to three questions:(a) What, if
    anything, do you remember learning in the presentation?, (b) Since
    the presentation, did you happen to make any efforts to learn more
    about global warming? If yes, please explain, and (c) Since the
    presentation, did you happen to make any changes in your daily life
    that could help reduce your own impact on global warming? If yes,
    please explain.

> These questions were asked to find out what part of the presentation
> stood out, whether participants were seeking more knowledge about
> global warming, and whether the presentation might have influenced
> their behavior.

-   Who: Half of the 60 participants.

-   How: Participants' phone numbers and e-mail addresses were collected
    when they completed the written survey. About one-half of the
    participants were contacted one week following the presentation.

-   When: One-week following the museum visit.

### Observation 

-   What: Presentations were observed by PREL staff (a) to see if they
    were being implemented properly, (b) to report on audience
    engagement, and (c) to identify possible logistical and content
    improvements to the presentation.

## Results

PREL attended six randomly selected presentations of "Too Hot to Handle:
The Science behind Global Warming" between April 12 and April 24, 2007.
We viewed two weekend and four weekday sessions presented by five Museum
staff (i.e., the Education Director, two Science Educators, and two
casual hire staff). The amount of data collected was more limited than
intended because (a) fewer than expected museum-goers attended full
presentations; (b) some presentations ended late, reducing or
eliminating time for participants to complete surveys and interviews;
(c) fewer participants than expected provided their contact information,
and (d) not all of those responded when contacted.

*Survey Respondents.* A total of 35 adults and 12 children were present
for all or nearly all of the duration of a presentation, and an
additional 54 people entered after the initial few minutes and stayed
for the remainder of the program. Of the 35 original adults, 29
completed the postsurvey (83%). Most of those who responded (75%) did
not live in Hawai'i, were women (57%), had a college and postcollege
degrees (80%), and ranged in age from 23 to 80, with an average age of
54. Respondents generally had an affinity for science: On a 10-point
scale, 85% rated their interest an 8, 9, or 10. One-fourth (26%) had a
background in science (e.g., a college major or work in the field), and
59% were aware of the recent Intergovernmental Panel on Climate Change
report (http://www.ipcc.ch/). (See Table 2 for participant
demographics.)

Table 2. Respondent Profile

  ------------------------------------------------------------------------
                                               Freq.        Percent of
                                                            respondents
  -------------------------------------------- ------------ --------------
  Hawaii Resident                              6            26%

  Non-Resident                                 17           74%

  *Total*                                      *23*         *100%*

  Male                                         12           43%

  Female                                       16           57%

  *Total*                                      *28*         *100%*

  Adult under 54                               12           48%

  54 and over                                  13           52%

  *Total*                                      *25*         *100%*

  High School/Tech                             5            20%

  College                                      14           56%

  Post-Grad                                    6            24%

  *Total*                                      *25*         *100%*

  Interest in science High (rated 8-10)        22           85%

  Interest in science Medium (rated 4-7)       4            15%

  Interest in science Low (rated 1-3)          0            0%

  *Total*                                      *26*         *100%*

  Science background                           7            26%

  No science background                        20           74%

  *Total*                                      *27*         *100%*

  Read/heard of recent global warming report   16           59%

  Did not read/hear of recent global warming   11           41%
  report                                                    

  *Total*                                      *27*         *100%*
  ------------------------------------------------------------------------

### Changes in Knowledge and Feeling

Table 3 gives the means for the retrospective pretest and posttest,
their differences, statistical significance, and the effect size for
this difference[^1] (Cohen, 1977; Lipsey & Wilson, 1993). The table
lists the means for the three scales, belief, interest, and knowledge.

Table 3. Changes in Belief, Interest, and Knowledge of Global Warming

  -----------------------------------------------------------------------------------------------------
                                       Pretest   Posttest   Mean          Sig.         Effect Size
                                       Mean      Mean       Difference\   (2-tailed)   (Pre-Post/Std.
                                                            (Post-Pre)                 Dev. Pre)
  ------------------------------------ --------- ---------- ------------- ------------ ----------------
  Q1. Believe that the increase in the 6.93      7.83       0.90          0.001        0.37
  earth's average temperature over the                                                 
  past few decades is the result of                                                    
  carbon dioxide and other gases                                                       
  released into the atmosphere by                                                      
  human activity.                                                                      

  Q2. Believe that reducing our use of 6.69      7.76       1.07          0.001        0.47
  carbon dioxide will make a                                                           
  difference                                                                           

  *SCALE: Belief in global warming*    *6.81*    *7.79*     *0.98*        *0.001*      *0.47*

                                                                                       

  Q3 Worry about global warming        6.55      7.45       0.90          0.002        0.34

  Q6 Care about the impacts of global  7.45      8.41       0.97          0.003        0.37
  warming                                                                              

  *SCALE: Interest in global warming*  *7.00*    *7.93*     *0.93*        *0.001*      *0.37*

                                                                                       

  Q4 Know about what causes global     6.31      7.86       1.55          0.000        0.67
  warming                                                                              

  Q5 Know about how the earth is       6.41      7.76       1.35          0.000        0.68
  impacted by global warming                                                           

  Q7 Know about the things you can do  6.54      7.68       1.14          0.001        0.60
  to reduce global warming                                                             

  *SCALE: Knowledge of global warming* *6.36*    *7.71*     *1.36*        *0.000*      *0.74*
  -----------------------------------------------------------------------------------------------------

*Notes: N=29 for all items except Q7, where N=28.*

Differences between all means were statistically significant at the .01
probability level, using a 2-tailed *t* test for correlated samples. The
effect sizes for the three scales ranged from .37 to .74. The Alpha
reliability coefficient (Cronbach, 1951) for the 7-item scale was .90.
For the three subscales, alpha coefficients were .56 for *belief*, .92
for *interest*, and for .76 for *knowledge*.

### Changes in Behavior

The percentages of respondents who chose each of 5 response choices for
the question asking how likely they were to change their behavior based
on the presentation are given in Table 3,

Table 4. Changes in Behavior

  --------------------------------------------------- ----------------- ------------------
  Q9 After watching this presentation, how likely are Freq.             Percent
  you to make changes in your daily life to decrease                    
  global warming...                                                     

  5 Extremely                                         4                 14%

  4 A lot                                             11                38%

  3 Somewhat                                          11                38%

  2 Very little                                       3                 10%

  1 Not at all                                        [0]{.underline}   [0%]{.underline}

  *Total*                                             *29*              *100%*
  --------------------------------------------------- ----------------- ------------------

Just over half (52%) of respondents said they would be at least "a lot"
more likely to do something todecrease global warming.

### Attitude Toward the Presentation

As shown in Table 5, over one-third of the audience said they were
*extremely* satisfied with the presentation. Combined with those who
said they were *a lot* satisfied (35%+45%), 80% of patrons said they
were satisfied with the presentation.

Table 5. Overall Rating of Presentation

  --------------------------------------------------- ----------------- ------------------
  Q10 Overall, how satisfied are you with this        Freq.             Percent
  presentation?                                                         

  5 Extremely                                         10                35%

  4 A lot                                             13                45%

  3 Somewhat                                          5                 17%

  2 Very little                                       1                 3%

  1 Not at all                                        [0]{.underline}   [0%]{.underline}

  *Total*                                             *29*              *100%*
  --------------------------------------------------- ----------------- ------------------

### Open-ended Responses

Respondents were asked what they liked best about the Sphere (item 11)
and what they would do to improve the presentation (item 12). Verbatim
responses for these two open-ended items are presented in Appendix 2.
The responses to the question about the best thing about the Sphere give
a broad picture of the assets this device brings to an instructional
venue: it is dramatic, effective, shows movement, allows visualization,
is easy to see, and so forth.

The suggestions for improvement are left to program staff to peruse and
deal with as they see fit. Two comments seem appropriate. There was some
dissatisfaction about the manner in which the flat screens were used.
This comment should be addressed. Some viewers mentioned the absence of
any mention that there were counter arguments or, even, that the general
weight of scientific opinion is now on the side of global warming and
man's contribution to it.

### Interview Responses

Those interviewed were asked what was the biggest impact of the
presentation, whether and how the Sphere helped with understanding, and
whether the presentation was appropriate for children. The verbatim
responses appear in Appendix 3. Our nonquantified summary of them
follows.

*Biggest impact.* Responses ranged from impacts of various sorts to "no
new information." Those comments that registered impacts mentioned the
causes and consequence of global warming. The visualizations made
possible by the images shown were mentioned. This impact seemed
consequential and durable.

*Understanding.* Respondents seemed to agree that the Sphere made things
real (i.e., helped produce visualization). The whole-globe nature of the
Sphere and the movement was also mentioned as a positive factor.

*Appropriateness for children.* There appeared to be a consensus that
the Sphere was appropriate for children.

### 1-Week Follow-up

Appendix 4 gives responses for the six patrons who responded to the
follow-up e-mail. Respondents were asked to name the biggest impact for
them of the presentation, whether they had sought additional knowledge
about global warming, and whether they had taken any personal steps to
reduce global warming. In general, it seemed that the dramatic
visualization of Waikiki and other locations being submerged as the
planet warms was remembered. For this small sample, about half of the
respondents seemed to pursue additional knowledge. Only four of the six
responded to the item asking whether they had done anything different
for addressing global warming.

## Findings

*Is the SOS live presentation an effective tool for teaching the public
about global warming?*

Yes. Participants entered the presentation with positive beliefs,
interest, and knowledge of global warming (all mean scores were above 6
on various 10-point scale items). The differences between prescores and
postscores were statistically significant on all related questions. The
largest impact of the presentation was on increasing participants'
knowledge of global warming, and, in particular, their knowledge of its
causes: The mean score increased by 1.6 points from 6.3 to 7.9. Table 3
shows statistically significant increases in mean scores on all seven
questions and three composite scales related to global warming.

Additionally, Table 4 shows that nearly all participants said the
presentation influenced their intentions to make changes in their lives
to reduce global warming at least somewhat, including 38% who said "a
lot" and 14% who said they were "extremely" likely to make changes after
watching the presentation.

Although these results clearly demonstrate the effectiveness of the
presentation as a whole, the Sphere technology in particular was an
important component of the presentation's effectiveness. Open-ended
survey questions and face-to-face interviews revealed that the Sphere
was recognized by some as a better presentation tool than a flat screen,
and that the Sphere technology made the information more realistic and
authentic. Additionally, time-lapsed, worldwide temperature change,
worldwide sea level rising, and Waikiki flooding---images that used the
technology fully (i.e. time-lapsing, data mapping)---were particularly
memorable.

Findings for the second question for the global warming presentation,
*How can the presentation be improved to increase its effectiveness?,*
are presented in the *conclusions and recommendations* section.

## Conclusion and Recommendations

As elaborated in the findings section, the presentation on global
warming was effective in teaching the public about the causes and
effects of global warming. Of course, the size of this impact was
governed by the limited exposure time of 25 minutes.

Our recommendations for the global warming presentation are derived from
our observations and from participant feedback.

First, participants rated the presentation very positively. On a scale
of 1 to 5, 80% rated it a 4 or 5. Additionally, only 10 respondents
provided written comments about ways to improve the presentation. Their
suggestions were: improve or remove the flat screen visuals (4) (an
issue which has already been resolved by the museum), discuss opposing
viewpoints (2), provide more information on what people can do about
global warming (2), use more graphics (1), and more
interactivity/questions (1).

We believe the presentation could be improved in four areas.

1.  **Increase Attendance**: Punctual and intentional attendance to
    these presentations seemed low, particularly compared to the number
    of people who were present 10 to 20 minutes later for the
    planetarium show. Given the positive impact of the presentation, it
    seems very worthwhile to increase attendance by (a) confirming that
    attendance to this presentation is low compared to other
    presentations and (b) identifying the reasons why more museum goers
    are not attending this presentation.

2.  **Maximize Audience Attention**: Overall, our impression was that
    audience members seemed quite interested in the presentation, and
    nearly all remained watching the presentation once they began;
    however, there are opportunities to reduce distractions and increase
    audience engagement.

    -   *Decrease traffic flow.* The most significant problem we found
        was the number of museum-goers and museum staff entering and
        exiting the room from the front and back doors during the
        presentation. One suggestion is to put a sign on the outside
        door to alert latecomers of what they entering; another is to
        alert museum staff to be considerate of the distractions they
        might cause.

    -   *Improve setup.* Not all presenters had set up any or a
        sufficient number of chairs prior to the presentation to seat
        all audience members. Having people setting up chairs or the
        presenter stopping to direct them to do so was distracting.

    -   *Accommodate multiple* viewing angles. We noted (and one
        audience member commented) that those not sitting in front of
        the presenter were not always seeing the same images that were
        being discussed. Latecomers, in particular, were not positioned
        well. Improving the setup could help; another possibility is to
        show the same image on multiple sides of the Sphere simultaneous
        (e.g. the Waikiki flooding slide).

    -   *Increase audience participation.* In general, there seemed to
        be few opportunities for audience interaction during the
        presentation. Although there is one participant activity built
        into the presentation, only one presenter used it. There were
        few questions posed by either presenter or audience members
        during the presentation.

3.  **Enhance Content**: Participants' memory and learning focused on
    accelerating temperature increases and sea level rises. There was
    little mention of other images, such as Pangea, forest fires, ice
    cores, or hurricanes. The Museum may want to review the presentation
    and decide if there are additional ways to convey the story of
    global warming. A few survey respondents and interviewees said they
    wanted to know more about the consequences and implications; others
    said they wanted more on what they can do to make a difference.
    Given that there is an exhibit on global warming surrounding the
    Sphere that covers these aspects of the issue, there may be
    opportunities to incorporate the exhibit into the presentation or
    recommend that participants spend time with it.

4.  **Ensure consistency** across presenters: We observed that all
    presenters had good knowledge of the presentation's content, though
    some emphasized certain points more than others, and some slides
    were skipped due to a lack of time. Although some variation is
    expected, the museum may want to develop a system of peer review to
    ensure that all staff provide a high quality presentation that
    covers all the primary objectives.

# Education Programs

As part of the NOAA grant, the Bishop Museum prepared and presented
25-minute science modules to students in grade levels K-8. These modules
are stand-alone presentations of limited science content (e.g., how
tsunamis are formed, climate and weather patterns, formation of the
earth). These modules form part of a larger, multicomponent curricular
series to be incorporated as part of science instruction in public
schools, but those curricula were not part of this evaluation.

During the week, classrooms, mostly from public schools, attend the
presentation as part of an educational visit to the museum that involves
other presentations as well.

## Design

PREL's evaluation tasks centered on addressing two questions: (a) Does
the SOS presentation add value to teachers' coverage of the intended
benchmarks? (b) What is the SOS presentation's impact on student
learning?

*Learning*

To determine the impact of the presentation on student learning, PREL
analyzed samples of test results from grade levels 1, 3, 4, 6, and 8.
These grade levels were a priority for the museum. Tests were collected
during visits to the museum in September 2007.

Random samples of tests were selected by numbering all tests available
for each grade level and using the Excel random number function to
select test identification numbers (the consecutively numbered tests)
until the quota of tests was filled. The sample size (the quota) was
obtained from a calculator available on the Web
(<http://www.surveysystem.com/sscalc.htm#ssneeded>). The quota for each
grade level was calculated as follows. Given the total number of
available tests, a sample size was obtained for each grade level that
produced a confidence interval of 8 percentage points at the 95%
confidence level.

*Benchmarks*

The HIDOE has benchmarks for science for all grade levels. In order to
determine whether these benchmarks were covered by the curricular
modules, PREL compared the benchmarks for each grade level to the
corresponding presentation scripts and tests (document review) and
interviewed teachers.

## Measures

### Learning 

The tests for each presentation were created by museum staff. Pretests
and posttests were the same. Tests were administered before and just
after the presentation. Tests were placed on individual clipboards.
Tests were not piloted nor were psychometric analyses used to guide
development. The tests are included in Appendix 5.

*Scoring.* Items were scored right (1) and wrong (0) according to the
answer key provided by the museum. PREL found that some items were more
accurately answered if partial credit were given. Total scores were
derived by summing item responses for each test. Pretest and posttest
totals were compared using a 2-tailed *t* test for dependent samples
(the same persons were involved in both tests) at the conventional .05
probability level.

### Benchmarks

Two methods were used to determine whether the relevant grade level
benchmarks were represented in the education programs. A document review
involved our judgment of whether relevant benchmarks were covered in the
scripts used for the presentations and the tests created by the museum
to assess the amount of learning stimulated by the presentations.
Second, teachers were asked on the phone whether they thought the
benchmarks were coved by the presentation.

The museum provided the phone numbers for 12 teachers representing grade
levels 1, 3, 4, 6, and 8. Half of these (6) were sampled for the
interview. All 12 teachers were called. The sample of teachers
interviewed was the first six who were reached directly or who called
back. The sample represented grade levels 1, 4, 6, and 8.

## Results

### Learning 

The results of the 2-tailed tests of mean differences for dependent
samples follow. Using grade level 4 as an example, the table can be
interpreted as follows. Eighty-one (81) 4th grade students were
analyzed. Out of a total possible score of 6, the pretest mean was 1.53;
the posttest mean was 2.99; the difference between these was 1.46; this
difference was statistically significant; the standard deviation for the
pretest was 1.54, and the effect-size was 0.95.

An effect size is calculated by dividing the difference between the
control group mean and treatment group mean by the standard deviation of
the control group. (Here, the control group is represented by the
pretest.) An effect size, then, is the proportion of the standard
deviation represented by the difference between means. For example, if
the difference between two means is 7 and the standard deviation of the
control group is 14, the effect size would be .5 (7/14). Conversely, if
the difference between two means is 14 and the standard deviation of the
pretest 7, the effect size would be 2 (14/7). In education contexts,
effect sizes above .8 are generally considered large.

Table 6. Pretest and Posttest Results for Grade Levels 1, 3, 4, 6, and 8

  -------- -------- ------- --------- ---------- ------------ --------------- --------- --------
                            Mean                                                        

  Grade    Number   *N*     Pretest   Posttest   Absolute     Statistically   STD       Effect
  Level    of Items                              Difference   Significant     Pretest   Size

  1        3        76      2.62      2.63       0.13         No              0.65      0.20

  3        6        74      3.41      4.35       0.94         Yes             0.85      1.11

  4        6        81      1.53      2.99       1.46         Yes             1.54      0.95

  6        6        51      1.73      3.97       2.25         Yes             1.12      2.01

  8        3        60      1.00      2.30       1.30         Yes             0.85      1.53
  -------- -------- ------- --------- ---------- ------------ --------------- --------- --------

For all but grade 1, the differences between the pretest and posttest
means were statistically significant and large, using effect size as a
metric. The failure for the first grade test to demonstrate treatment
effects is likely due to the high scores participants had on the
pretest. The mean was 2.6, and this was 87% of the total number of
points (3) possible on the test.

It is possible to determine what percentage of the total possible scores
a given score represents. For instance, the pretest mean for grade 4 of
1.53 is 26% of the total possible pretest score of 6 (1.53/6=.26).
Running this calculation out for the five grade levels gives percentages
for the pretests and posttests as shown in Table 7.

Table 7. Percent of Possible Score on Pretest and Posttest

  -----------------------------------------------------------------------------
                       Means                \% of                 
                                            Possible              
  --------- ---------- --------- ---------- ---------- ---------- -------------
  Grade     Total      Pretest   Posttest   Pretest    Posttest   Improvement
  Level     points                                                

  1         3          2.62      2.63       87%        88%        0%

  3         6          3.41      4.35       57%        73%        16%

  4         6          1.53      2.99       26%        50%        24%

  6         6          1.73      3.97       29%        66%        37%

  8         3          1         2.3        33%        77%        43%
  -----------------------------------------------------------------------------

These percentages can be interpreted as follows. The average score on
the 8th grade pretest (1), for example, was one-third (33%) of the total
possible points for this test (3 points). The average score on the 8th
grade posttest (2.3) was three-quarters (77%) of the total possible
points for this test (3 points). So, it might be said that, on average,
8th grade students knew about one third of the content tested before
they attended the presentation. After the presentation, they knew, on
average, about three quarters of the material tested.

These results show that for two of the tests (grade levels 1 and 3),
over half of the material to be taught (as reflected in the pretest) was
already known. Because so much of the intended material seemed already
to be known, the tests, instruction, or both should probably be
modified.

Please note that interpretations of these test results depend on the
validity of the tests upon which these interpretations are based.
Because we did not study or develop the tests, PREL can make no claim
about their validity. We note that it might be best to think of them as
pilot tests.

### Benchmarks

The reviews of the correspondence between the benchmarks and
instructional modules are given for each grade level in Appendix 6.

The benchmarks were included in the scripts and tests for all grade
levels, but the coverage for grade 8 was not complete. Benchmark 8.8.5
(Explain how the sun is the major source of energy influencing climate
and weather on Earth) was not directly covered in the script or the
test.

Every teacher interviewed stated that the presentations clearly matched
the selected HCPS III standards and benchmarks for their grade level.
One eighth-grade teacher noted that one benchmark stated in her
materials was not covered and said the other benchmarks were covered.
The other five teachers agreed that the Sphere curriculum matched the
benchmarks perfectly.

Two teachers mentioned that the Sphere provided an engaging and riveting
experience for their students. One teacher said that the visual and
multidimensional presentation enabled by the Sphere helped her students
better understand concepts she had been teaching in class. She said the
Sphere allowed them to experience the concepts in a way she could not
accomplish in the classroom. One teacher stated that while some students
may not have grasped all the concepts, they would be more open to
conversations about the topic because the Sphere presentation had drawn
them in. Overall, there was consensus that the presentations utilizing
the Sphere were a valuable resource for helping students gain science
content knowledge appropriate to their grade level and the HCPS III
standards.

One teacher stated that the level of presentation was just a bit too
high for her first graders, since they did not have the background. She
felt that first graders from another school may have understood it. She
noted that could be easily rectified if teachers had some understanding
of what would be covered and could go over key concepts in class before
coming to Bishop Museum. She understood that this iteration of the
curriculum was a pilot test and suggested that, once the curriculum was
fully developed, teachers receive the script and related material before
taking the trip to Bishop Museum.

## Findings

The presentations were effective in producing learning in all but the
first grade. The increases in posttest scores were statistically
significant and large for all but first grade. Because it is hard to
detect cognitive or affective states for children as young as first
graders using written tests (Colton, 2007, September 17; EvalTalk, 2007,
September 13), this failure to detect learning in these 1st-grade
children might have been partly due to a failure of the measure and not
the curriculum. The high percentage of content known at pretest
exacerbated the problem.

The benchmarks for all but one grade level (grade 8) were fully
reflected in the scripts and tests of the presentations. This finding
was confirmed by interviews with teachers.

## Discussion

The tests developed by the museum to detect learning from the science
presentations were serviceable, but should be considered pilot tests. If
they are to be used again to assess learning, the tests and their
scoring systems should be developed. An item analysis might be conducted
on the data from these or other pilot tests. The item scoring should be
reviewed. The effect of weighting produced by multipoint items should be
noted. For example, if a test has two items, and one of those items has
2 points and the other 1 point, the 2-point item will carry twice the
weight as the 1-point item. The result will be that the objective or
benchmark represented by the 2-point item will be twice as important in
test results as the benchmark represented by the 1-point item. If this
weighting is not intended, it could lead to invalid conclusions.

The museum should also consider using more multiple-choice items on the
tests. This would facilitate and standardize scoring.

The globe was not a good way to represent all content. For instance, the
content of the grade 7 presentation, organelles, did not seem suited to
representation on a spherical medium. In other words, it may be that
only content that relates to the spherical nature of the earth, or other
bodies in space, is appropriate for presentation using the NOAA Sphere.

During observations of the presentations, PREL noticed that the focus of
attention was often fixed on a global location so that patrons had
either to gather facing the point of focus on the Sphere or wait until
the image was revolved to their view plain. In the former instance, the
viewing space could be crowded. In the latter instance, what was being
viewed on the "back" of the globe would not be synchronized with the
discussion of the focal point facing the moderator at the front of the
globe. At times when the view of the globe is localized, the museum
might consider switching to a projection that divides the globe into
four identical views. That way, the view from any position around the
sphere would focus on the same thing.

## Conclusion and Recommendations

We concluded that the one-session science modules developed by Bishop
Museum for use with classrooms of students were well delivered and
received. Learning was demonstrated, and the learning was consistent
with appropriate benchmarks for the HIDOE.

1\. We recommend that [the tests of learning from the modules be
developed more]{.underline}. Item analyses and scoring of the current
items should be considered. Also, the museum should consider developing
multiple-choice items.

2\. We don't think all science content is well suited for presentation
on a globe. The museum should consider whether they agree with this
opinion and, if so, use their conclusion to [revise the current
presentations and direct development of future modules]{.underline}.

3\. The grade 1 test did not show learning gains, in part, because so
much of the content was know before students arrived for the
presentation. [The test, curriculum, or both should be
revised]{.underline} if the museum wants to demonstrate presentation
effects.

4\. The grade 8 test did not fully reflect associated benchmarks. The
presentation, too, may have been a little weaker than it might be. [We
suggest revision of both.]{.underline}

# References

Appendix 1. Global Warming Questionnaire

![](media/image3.png){width="1.25in" height="1.25in"}

![](media/image4.png){width="1.0729166666666667in"
height="1.0729166666666667in"}Help the Bishop Museum improve this
presentation. Give us your feedback!

For items 1--7 circle one number to rate your feelings BEFORE you
attended this presentation and one number for your feelings now, AFTER
the presentation. The number can increase, decrease, or stay the same
from before to after.

<table>
<colgroup>
<col style="width: 2%" />
<col style="width: 22%" />
<col style="width: 1%" />
<col style="width: 6%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="23"><ol type="1">
<li><p>How much do you believe that the increase in the earth’s average
temperature over the past few decades is the result of carbon dioxide
and other gases released into the atmosphere by human activity?</p></li>
</ol></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3">Not at all</td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2">Extremely Much</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"><strong>BEFORE</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td>10</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"><strong>AFTER</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td>10</td>
<td></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 2%" />
<col style="width: 22%" />
<col style="width: 1%" />
<col style="width: 6%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="23"><ol start="2" type="1">
<li><p>How much do you believe that reducing our use of carbon dioxide
will make a difference?</p></li>
</ol></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3">Not at all</td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2">Extremely Much</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"><strong>BEFORE</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td>10</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"><strong>AFTER</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td>10</td>
<td></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 2%" />
<col style="width: 24%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 0%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="22"><ol start="3" type="1">
<li><p>How much do you worry about global warming?</p></li>
</ol></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3">Not at all</td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3">Extremely Much</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"><strong>BEFORE</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td colspan="2">10</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"><strong>AFTER</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td colspan="2">10</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 2%" />
<col style="width: 22%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="22"><ol start="4" type="1">
<li><p>How much do you know about what causes global warming?</p></li>
</ol></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3">Nothing at all</td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2">Extremely Much</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"><strong>BEFORE</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td>10</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"><strong>AFTER</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td>10</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 2%" />
<col style="width: 22%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 9%" />
<col style="width: 0%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="22"><ol start="5" type="1">
<li><p>How much do you know about how the earth is impacted by global
warming?</p></li>
</ol></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3">Nothing at all</td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3">Extremely Much</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"><strong>BEFORE</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td colspan="2">10</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"><strong>AFTER</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td colspan="2">10</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 2%" />
<col style="width: 24%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 0%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="22"><ol start="6" type="1">
<li><p>How much do you care about the impacts of global
warming?</p></li>
</ol></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3">Not at all</td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3">Extremely Much</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"><strong>BEFORE</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td colspan="2">10</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"><strong>AFTER</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td colspan="2">10</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 2%" />
<col style="width: 22%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 0%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="22"><ol start="7" type="1">
<li><p>How much do you know about the kinds of things you can do to
reduce global warming?</p></li>
</ol></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="3">Nothing at all</td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3">Extremely Much</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"><strong>BEFORE</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td colspan="2">10</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"><strong>AFTER</strong> the presentation</td>
<td>1</td>
<td colspan="3">2</td>
<td colspan="2">3</td>
<td colspan="2">4</td>
<td colspan="2">5</td>
<td colspan="3">6</td>
<td colspan="2">7</td>
<td>8</td>
<td colspan="2">9</td>
<td colspan="2">10</td>
</tr>
</tbody>
</table>

**PLEASE CONTINUE ON THE BACK**

8.  What were the most important things you learned in this
    presentation? Write your answers below.

+-------------------------------------------+---+---+----+---+------+---+
| -                                         |   |   |    |   |      |   |
+-------------------------------------------+---+---+----+---+------+---+
| -                                         |   |   |    |   |      |   |
+-------------------------------------------+---+---+----+---+------+---+
| -                                         |   |   |    |   |      |   |
+-------------------------------------------+---+---+----+---+------+---+
|                                           | N | V | So | A | E    |   |
|                                           | o | e | me | l | xtre |   |
|                                           | t | r |    | o | mely |   |
|                                           | a | y | wh | t |      |   |
|                                           | t |   | at |   |      |   |
|                                           | a | l |    |   |      |   |
|                                           | l | i |    |   |      |   |
|                                           | l | t |    |   |      |   |
|                                           |   | t |    |   |      |   |
|                                           |   | l |    |   |      |   |
|                                           |   | e |    |   |      |   |
+-------------------------------------------+---+---+----+---+------+---+
| 9.  After watching this presentation, how | 1 | 2 | 3  | 4 | > 5  |   |
|     likely are you to make changes in     |   |   |    |   |      |   |
|     your daily life to decrease global    |   |   |    |   |      |   |
|     warming.                              |   |   |    |   |      |   |
+-------------------------------------------+---+---+----+---+------+---+
| 10. Overall, how satisfied are you with   | 1 | 2 | 3  | 4 | > 5  |   |
|     this presentation?                    |   |   |    |   |      |   |
+-------------------------------------------+---+---+----+---+------+---+

11. What did you like best about the Sphere?

12. What would you do to improve the overall presentation?

**Please tell us about yourself:**

13. Rate your interest in science on a scale of 1 to 10, where 1 is "I
    have absolutely no interest in science" and 10 is "I am extremely
    interested in science."

  ----------- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---------------
  "No         1    2    3    4    5    6    7    8    9    10   "Extremely
  interest"                                                     interested"

  ----------- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---- ---------------

14. How many other people are here with you today? \# Children:\_\_ Age
    of children:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_# Adults:\_\_

+--------------------------+----------------------+------------------+---+---+
| 15. Are you... \[ \]     | 16. Age:             | 17. Zip code:    |   |   |
|     Male \[ \] Female    |                      |                  |   |   |
+--------------------------+----------------------+------------------+---+---+
| 18. What is the highest  |                      |                  |   |   |
|     level of education   |                      |                  |   |   |
|     you have completed?  |                      |                  |   |   |
|     \_\_\_\_\_\_\_       |                      |                  |   |   |
| \_\_\_\_\_\_\_\_\_\_\_\_ |                      |                  |   |   |
| \_\_\_\_\_\_\_\_\_\_\_\_ |                      |                  |   |   |
+--------------------------+----------------------+------------------+---+---+
| 19. Do you have advanced |                      |                  |   |   |
|     training in science  |                      |                  |   |   |
|     (e.g., college major |                      |                  |   |   |
|     or work in a science |                      |                  |   |   |
|     field)? \[ \] No \[  |                      |                  |   |   |
|     \] Yes               |                      |                  |   |   |
|                          |                      |                  |   |   |
| 20. In the past few      |                      |                  |   |   |
|     weeks, have you read |                      |                  |   |   |
|     or heard in the news |                      |                  |   |   |
|     about a new report   |                      |                  |   |   |
|     on global warming    |                      |                  |   |   |
|     published by an      |                      |                  |   |   |
|     international group  |                      |                  |   |   |
|     of scientists? \[ \] |                      |                  |   |   |
|     No \[ \] Yes         |                      |                  |   |   |
+--------------------------+----------------------+------------------+---+---+
| May we contact you? It   |                      |                  |   |   |
| is important for us to   |                      |                  |   |   |
| know if this             |                      |                  |   |   |
| presentation is          |                      |                  |   |   |
| memorable. In the next   |                      |                  |   |   |
| few weeks we are         |                      |                  |   |   |
| conducting brief (no     |                      |                  |   |   |
| more than 5 minutes)     |                      |                  |   |   |
| follow up interviews     |                      |                  |   |   |
| with a few randomly      |                      |                  |   |   |
| selected participants.   |                      |                  |   |   |
| Please provide your      |                      |                  |   |   |
| contact information so   |                      |                  |   |   |
| that if you are selected |                      |                  |   |   |
| we can reach you. We     |                      |                  |   |   |
| appreciate your          |                      |                  |   |   |
| participation!           |                      |                  |   |   |
|                          |                      |                  |   |   |
| First name: Phone        |                      |                  |   |   |
| number: ( ) - - Email:   |                      |                  |   |   |
|                          |                      |                  |   |   |
| Your participation is    |                      |                  |   |   |
| confidential. We will    |                      |                  |   |   |
| not share your contact   |                      |                  |   |   |
| information or your      |                      |                  |   |   |
| responses.               |                      |                  |   |   |
+--------------------------+----------------------+------------------+---+---+

Appendix 2. Responses to Open-ended Items on Questionnaire

Responses to item 11: *What did you like best about the Sphere?*

+-----------------------------------------------------------------------+
| What did you like best about the Sphere?                              |
+-----------------------------------------------------------------------+
| 1.  stunning real-time visuals                                        |
+-----------------------------------------------------------------------+
| 2.  could see something on 4 sides and then back to global picture    |
+-----------------------------------------------------------------------+
| 3.  demonstrated the cause and effects of global warming in a clear   |
|     3-d format from ground level all the way to space.                |
+-----------------------------------------------------------------------+
| 4.  that you could see around the world, that you could see the earth |
|     over time.                                                        |
+-----------------------------------------------------------------------+
| 5.  extremely effective presentation                                  |
+-----------------------------------------------------------------------+
| 6.  better than flat-reminds one of the Sphere we live on and its     |
|     relevance to our lives                                            |
+-----------------------------------------------------------------------+
| 7.  It\'s ability to convey so much information and hold children\'s  |
|     interest                                                          |
+-----------------------------------------------------------------------+
| 8.  realistic visual                                                  |
+-----------------------------------------------------------------------+
| 9.  helped understand                                                 |
+-----------------------------------------------------------------------+
| 10. the appearance that it rotates                                    |
+-----------------------------------------------------------------------+
| 11. the clear, bright graphics                                        |
+-----------------------------------------------------------------------+
| 12. the graphic images on the Sphere serve to emphasize and make      |
|     memorable the facts given in the presentation                     |
+-----------------------------------------------------------------------+
| 13. easy to see                                                       |
+-----------------------------------------------------------------------+
| 14. dramatic visual                                                   |
+-----------------------------------------------------------------------+
| 15. it\'s novel                                                       |
+-----------------------------------------------------------------------+
| 16. that you have it                                                  |
+-----------------------------------------------------------------------+
| 17. A picture is worth a terabyte of words                            |
+-----------------------------------------------------------------------+
| 18. the way it helped present the information much better than on a   |
|     flat screen.                                                      |
+-----------------------------------------------------------------------+
| 19. the movability\-- up/down/tilt                                    |
+-----------------------------------------------------------------------+
| 20. how it showed hot spot and Waikiki under water                    |
+-----------------------------------------------------------------------+
| 21. everything                                                        |
+-----------------------------------------------------------------------+
| 22. excellent learning tool, 3d, can see from all sides, perfect for  |
|     learning about the earth                                          |
+-----------------------------------------------------------------------+

Responses to item 12: *What would you do to improve the presentation?*

+-----------------------------------------------------------------------+
| What would you do to improve the presentation?                        |
+-----------------------------------------------------------------------+
| 1.  maybe a few more minutes of the positive parts or a bit more      |
|     information on exactly the steps people can take. Might add that  |
|     CFLs save the sure money as well                                  |
+-----------------------------------------------------------------------+
| 2.  more info on the usage of fossil fuel and its effect on global    |
|     warming                                                           |
+-----------------------------------------------------------------------+
| 3.  use alternative energy/not to vote for the republicans            |
+-----------------------------------------------------------------------+
| 4.  more use of graphics                                              |
+-----------------------------------------------------------------------+
| 5.  more interactivity/questions                                      |
+-----------------------------------------------------------------------+
| 6.  opposing views                                                    |
+-----------------------------------------------------------------------+
| 7.  I thought it was good                                             |
+-----------------------------------------------------------------------+
| 8.  very good as is                                                   |
+-----------------------------------------------------------------------+
| 9.  raise the flat screens above sphere                               |
+-----------------------------------------------------------------------+
| 10. more or bigger flat screens                                       |
+-----------------------------------------------------------------------+
| 11. have more flat screens. Put the flat screen stuff in the Sphere   |
+-----------------------------------------------------------------------+
| 12. learned much more from 20/20 show last night. It would be good to |
|     end this presentation with the specific suggestions and mention   |
|     the impact of each suggestion.                                    |
+-----------------------------------------------------------------------+
| 13. not ask the first person in line and delay entrance               |
+-----------------------------------------------------------------------+
| 14. maybe present the other side of the argument if just to disprove  |
|     it. was just the mention that most of the world\'s scientists     |
|     agree this is a phenomenon                                        |
+-----------------------------------------------------------------------+

Appendix 3. Interview Responses

Responses to the postpresentation interviews.

  -------------------- -------------------- --------------------- --------------
  **Biggest impact?**  **Did the Sphere     **Does it work for    **Other**
                       help you             children?**           
                       understand?**                              

  The impacts of       Yes, The Sphere is                          
  global warming       attention-getting,                         
                       but you need to do                         
                       something about the                        
                       flat screens. They                         
                       are too hard to see.                       

  The level of the     Yes, because it\'s   OK for daughters.     I\'d like to
  shoreline rising.    moving. It let\'s    They stayed quiet!    know more
  Seeing Waikiki. It   you see what\'s                            about the
  was really mind      going on in Africa.                        things that
  blowing.             It gives you a good                        can be done.
                       perspective, rather                        What middle
                       than just saying it.                       America can
                       seeing the hotspots.                       afford to do.
                       More informative.                          

  Visualization as     Yes, I\'m a teacher.                       Something to
  opposed to reading.  The visualization.                         read to go
  The first visuals                                               along with it
  made the whole thing                                            would have
  authentic. Based on                                             been good too.
  fact. I gave me                                                 
  buy-in to the                                                   
  presentation. I saw                                             
  Seattle and the                                                 
  cloud cover over it                                             
  now and that made it                                            
  authentic.                                                      

  Relevance to         Yes-wholer           Yes-they enjoyed it,   
  children. It         perspectives,        were interested. Ages 
  connects issues of   conveys information  15, 11, 8. The 8-year 
  global warming to    on wider scale       old just starting to  
  youth.                                    understand. The       
                                            15-year old           
                                            understand more, has  
                                            an especially         
                                            personal connection   

  Not much new info    Yes - Ocean          NA                    \"Really
                       currents.                                  tired.\"

  The history section. Yes - Visualization  NA                    \"Format
  How the planet       for all of the                             especially
  evolved/continents   information.                               good for
  formed. Global                                                  youth.\"
  warming.                                                        

  Relevance of global  Yes - sphere helped  NA                     
  warming to me.       demonstrate                                
                       relevance of world                         
                       events.                                    

  No new information   Yes - I got to see   NA                    came in after
                       where I live on the                        the
                       globe.                                     presentation
                                                                  started

  What\'s going to     Yes - good visuals   NA                    came in after
  happen if things     for all of the                             the
  keep going the way   information.                               presentation
  they are                                                        started

  The information      Yes - images and     Children really liked Also liked
  presented; some of   speaker\'s use of    presentation. One     interactive
  it was shocking.     pointer.             said it was better    game with
                                            than science class.   cards.
                                            Familiar topics to    
                                            what kids are         
                                            learning in school    
                                            (high school and      
                                            elementary). Wish     
                                            there was a summer    
                                            camp.                 

  The pictures         Yes - the whole      Children really liked  
  demonstrating        globe made it        the presentation and  
  sea-level rise in    possible to compare  are interested in the 
  stages.              countries.           topic. Different      
                       Especially liked how levels of             
                       countries were       understanding         
                       color-shaded.        according to age. The 
                                            8-year-old was more   
                                            familiar with         
                                            vocabulary and        
                                            concepts. The         
                                            4-year-old really     
                                            liked the pictures.   

  Seeing the water                          I thought it captured  
  rising, the water                         her attention even at 
  level in Waikiki.                         6 years old.          
  Read the displays in                                            
  the room and thought                                            
  some of those had                                               
  more of an impact,                                              
  seeing huge icebergs                                            
  break off. Didn\'t                                              
  see that in the                                                 
  presentation. the                                               
  iceberg they showed                                             
  in presentation was                                             
  not shocking. Also                                              
  saw in display how                                              
  much gas we use.                                                
  Would like to have                                              
  seen more of that.                                              

  secific sea level    recently saw         Her 12 year old son    
  changes impacted     inconvenient truth.  paid attention, he    
  waikiki as opposed   The images mad e a   seemed impressed, he  
  to general effects   difference. It's a   seemed to understand  
  of global warming.   good way to display                        
                       it on the globe. It                        
                       makes it a little                          
                       more realistic,                            
                       believable.                                
  -------------------- -------------------- --------------------- --------------

Appendix 4. Follow-up Responses

Responses to three follow-up questions.

  -----------------------------------------------------------------------
  What do you remember?   Learn more?             Do anything different?
  ----------------------- ----------------------- -----------------------
  I remember the map of   Not really.  We have    We have been traveling
  the earth showing the   been on vacation from   since the presentation,
  impact of a 3 ft. rise  the time of the         but we have been making
  in sea levels.          presentation until      a conscious effort to
                          now.  But this weekend  reduce the amount of
                          I will be learning more packaging that we are
                          at a workshop held by a buying, including the
                          company called CoolNRG, kids on that.  Also,
                          which does energy       more efforts to turn
                          efficiency projects to  lights off.
                          reduce greenhouse gases 
                          in Australia.           

  I think I do recall     Unfortunately no. I     Yes. Turning the light
  learning that the       believe the Bishop      off more often and
  Earth\'s temperature    Museum has covered      recycling more.
  has increased by 0.18   about everything I      
  degrees Celsius in the  needed to know.         
  past century. I have                            
  definitely learned a                            
  great deal though.                              

  The main thing I        I had and continue to   No immediate changes -
  remember is the globe   read about global       I am already pretty
  itself, closely         warming in my           energy conscious - my
  followed by the dynamic newspaper, Time         car averages 54 miles
  animations of weather,  magazine and on the BBC per gallon.
  heat projections, etc.  news website.           

  Now that i am back in                           
  New York state, where                           
  we have lake Ontario,                           
  60 miles across by 150                          
  long and 400 deep i am                          
  impressed with this                             
  treasure. As the                                
  decades pass, it will                           
  be tough not to share                           
  it with the less                                
  fortunate. your                                 
  presentation brought                            
  home to me that,                                
  ultimately, great                               
  swaths of agricultural                          
  land in the world may                           
  become desert, and                              
  shoreline cities may                            
  vie with the legend of                          
  Atlantis. Thank you for                         
  a very informative and                          
  impressive                                      
  presentation,                                   

  about the ocean rise    I had recently seen An  Because I have a 12-yr
  around the globe        Inconvenient Truth, so  old son, I started when
                          this was familiar to me he was little to
                                                  recycle and bring him
                                                  up in a household where
                                                  awareness is second
                                                  nature.

   That Waikiki will be    I am planning on       No
  basically under water   watching the Glenn Beck 
  when this warming takes special, tomorrow,      
  place.                  debating the other side 
                          of global warming.  I   
                          have also just recently 
                          heard that John         
                          Stossil\'s \"Myths,     
                          Lies and Downright      
                          Stupidity\" has a       
                          chapter pointing out    
                          the \"myth\" of global  
                          warming.  I am          
                          somewhere in the middle 
                          on this issue, and      
                          would like to know more 
                          so I can either support 
                          it or speak             
                          intelligently against   
                          it.                     
  -----------------------------------------------------------------------

Appendix 5. Tests of Student Learning for Grade Levels 1, 3, 4, 6, and 8

![](media/image5.png){width="1.7200787401574804in"
height="1.3236220472440945in"}**Here Comes the Sun**

**1st grade**

![](media/image6.jpeg){width="1.0in" height="0.9583333333333334in"}

![](media/image7.jpeg){width="5.555555555555555in"
height="1.5in"}![](media/image8.jpeg){width="4.416666666666667in"
height="1.625in"}

1![](media/image5.png){width="1.7200787401574804in"
height="1.3236220472440945in"}**WOW! Wonders of Water**

**3^rd^ grade**

Share what you know!

ANSWER SHEET -- Total points = 8pts

1\. The Water Cycle -- Match the word to the illustration with a line
(3pt -- 1 pt for each correct answer)

  ----------------------------------- -----------------------------------------------------
  Evaporation                         ![](media/image9.png){width="1.0in"
                                      height="0.6756944444444445in"}

  Precipitation                       ![](media/image10.png){width="1.0in"
                                      height="0.6319444444444444in"}

  Condensation                        ![](media/image11.png){width="0.8805555555555555in"
                                      height="0.6625in"}
  ----------------------------------- -----------------------------------------------------

2\. Circle the parts of the water cycle that usually happen on a rainy
day (4 pts -- 1 pt for each correct answer)

Condensation √ Precipitation √ Run-off √

No precipitation No condensation Infiltration √

3\. What does pollution do to rivers and streams? (1 pt)

(NB: Can be any of the following, does not need to be word for word)

-   Makes the water dirty.

-   Makes creatures (fish etc.) and plants living in rivers and streams
    sick.

-   Makes people using the water sick.

**Extreme Makeover: Earth Edition**

**4^th^ grade**

![](media/image5.png){width="1.7192913385826771in"
height="1.3236220472440945in"}Share what you know!

Tell us what you know. Please complete this side of the paper
**[BEFORE]{.underline}** you visit the Bishop Museum and participate in
the Science on the Sphere program. Then, give it to your teacher.

Name:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_\_\_\_ Circle One:

School:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Grade: \_\_\_\_\_\_\_\_\_\_\_ Boy Girl

1.  Where are most of the world's earthquakes found?

> On the plate boundaries (edges).

2.  What can form when two of Earth's plates collide?

> Mountains (i.e. Himalayas) or volcanoes (i.e. Andes)

3.  What can form when two of Earth's plates separate?

> A chain of underwater volcanoes (i.e. Mid Atlantic Ridge)

4.  How did the Hawaiian Islands form?

> From a hot spot. (Long answer: The hot spot stay stationary while the
> Pacific Plate moves to the Northwest and each of the islands form in
> succession).

5.  How many volcanoes make up Oahu?

> 2

6.  What evidence of erosion do you find on Oahu?

> Carved valleys, sculpted mountains (i.e. Koolau and Waianae Volcanoes)

**Tsunamis: Walls of Water**

**6^th^ grade**

![](media/image5.png){width="1.7192913385826771in"
height="1.3236220472440945in"}Share what you know!

1.  How do most tsunamis form?

> From earthquakes, plates grinding against one another, etc.

2.  Where do most of the world's earthquakes occur?

> On plate boundaries or edges.

3.  How do scientists measure the strength of earthquakes?

> By using a seismometer (or looking at a seismograph which tells them
> the magnitude of the earthquake on the Richter scale).

4.  Imagine that an earthquake
    (![](media/image12.jpeg){width="0.20625in"
    height="0.16597222222222222in"}) generated a tsunami. **CIRCLE** the
    drawing whose arrows show the correct direction the tsunami waves
    travel?

> ![](media/image13.jpeg){width="2.1284722222222223in"
> height="1.7486111111111111in"}
> ![](media/image14.jpeg){width="2.1284722222222223in"
> height="1.7486111111111111in"}

5.  What tools and technology do scientists use in a tsunami warning
    system?

> Buoys, satellites, seismometers are all acceptable answers.

6.  What should you do if you hear the tsunami siren go off (and it is
    not just a drill)?

> Run to higher ground or if you don't time, go to the top floors (6^th^
> floor or higher) of a tall building.

![](media/image5.png){width="1.7200787401574804in"
height="1.3236220472440945in"}**Under the Weather**

**8^th^ grade**

Share what you know!

Tell us what you know. Please complete this side of the paper you visit
the Bishop Museum and participate in the Science on the Sphere program.
Then, give it to your teacher.

Name:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Grade: \_\_\_\_\_\_\_\_\_\_\_

School:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Circle one: Girl Boy

1.  What season is it in the northern hemisphere when the Earth's axis
    is tilted away from Polaris (the sun)?

> WINTER

2.  What is the "fuel" that powers hurricanes?

> WARM WATER

3.  What is the name of the dramatic change in ocean current
    temperatures that typically occurs around Christmas?

EL NINO

Appendix 6. Analysis of Correspondence Between Presentation Scripts for
Grade Levels 4, 6, and 8 and Associated Benchmarks

Bishop Museum Connections

Mapping Curriculum to Science Benchmarks

**Grade 1**

+---------+----------+-----------------------+------------------------+
| **GRADE | **       |                       |                        |
| 1**     | Standard |                       |                        |
|         | 8:       |                       |                        |
| **S     | P        |                       |                        |
| tandard | hysical, |                       |                        |
| 1:**    | Earth,   |                       |                        |
|         | and      |                       |                        |
|         | Space    |                       |                        |
|         | Sci      |                       |                        |
|         | ences:** |                       |                        |
|         |          |                       |                        |
|         | **EARTH  |                       |                        |
|         | AND      |                       |                        |
|         | SPACE    |                       |                        |
|         | SCIENCE: |                       |                        |
|         | Un       |                       |                        |
|         | derstand |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
|         | and its  |                       |                        |
|         | pr       |                       |                        |
|         | ocesses, |                       |                        |
|         | the      |                       |                        |
|         | solar    |                       |                        |
|         | system,  |                       |                        |
|         | and the  |                       |                        |
|         | universe |                       |                        |
|         | and its  |                       |                        |
|         | co       |                       |                        |
|         | ntents** |                       |                        |
+---------+----------+-----------------------+------------------------+
| **      | The      |                       |                        |
| Topic** | Universe |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Describe | Understanding of the  | Winter is what happens |
| nchmark | that the | sun, particularly its | when the Earth is      |
| SC.**   | sun      | role in warming the   | tilted                 |
| **      | warms    | land, air, and water  |                        |
| 1.8.1** | the      | around us.            | on its axis away from  |
|         | land,    |                       | the sun and it gets    |
|         | air, and | Explain how the sun   | cold.                  |
|         | water    | is the major source   |                        |
|         |          | of energy influencing | Summer is what happens |
|         |          | climate and weather   | when the Earth is      |
|         |          | on Earth.             | tilted                 |
|         |          |                       |                        |
|         |          |                       | on its axis toward the |
|         |          |                       | sun -- summer can be   |
|         |          |                       | very                   |
|         |          |                       |                        |
|         |          |                       | warm.                  |
+---------+----------+-----------------------+------------------------+
| *       | The      |                       | Circle the word that   |
| *Sample | student: |                       | warms the earth, air,  |
| Perf    | D        |                       | and water.             |
| ormance | escribes |                       |                        |
| Ass     | the      |                       | Circle the season when |
| essment | dif      |                       | the earth is warm and  |
| (SPA)** | ferences |                       | sunny.                 |
|         | in the   |                       |                        |
|         | warmth   |                       |                        |
|         | of       |                       |                        |
|         |          |                       |                        |
|         | land,    |                       |                        |
|         | air, and |                       |                        |
|         | water in |                       |                        |
|         | the      |                       |                        |
|         | morning  |                       |                        |
|         | and      |                       |                        |
|         | a        |                       |                        |
|         | fternoon |                       |                        |
|         | or on    |                       |                        |
|         |          |                       |                        |
|         | cloudy   |                       |                        |
|         | and      |                       |                        |
|         | sunny    |                       |                        |
|         | days.    |                       |                        |
+---------+----------+-----------------------+------------------------+

Bishop Museum Connections

Mapping Curriculum to Science Benchmarks

**Grade 3**

+---------+----------+-----------------------+------------------------+
| **GRADE | **       |                       |                        |
| 3**     | Standard |                       |                        |
|         | 8:       |                       |                        |
| **S     | P        |                       |                        |
| tandard | hysical, |                       |                        |
| 8:**    | Earth,   |                       |                        |
|         | and      |                       |                        |
|         | Space    |                       |                        |
|         | Sci      |                       |                        |
|         | ences:** |                       |                        |
|         |          |                       |                        |
|         | **EARTH  |                       |                        |
|         | AND      |                       |                        |
|         | SPACE    |                       |                        |
|         | SCIENCE: |                       |                        |
|         | Un       |                       |                        |
|         | derstand |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
|         | and its  |                       |                        |
|         | pr       |                       |                        |
|         | ocesses, |                       |                        |
|         | the      |                       |                        |
|         | solar    |                       |                        |
|         | system,  |                       |                        |
|         | and the  |                       |                        |
|         | universe |                       |                        |
|         | and its  |                       |                        |
|         | co       |                       |                        |
|         | ntents** |                       |                        |
+=========+==========+=======================+========================+
| **      | **Forces |                       |                        |
| Topic** | that     |                       |                        |
|         | Shape    |                       |                        |
|         | the      |                       |                        |
|         | Earth**  |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Describe | Students will review  | Water moves between    |
| nchmark | how the  | the process of the    | the ocean, atmosphere  |
| SC.**   | water    | water cycle.          | (sky) and land. First, |
| **      | cycle is |                       | let's see what happens |
| 3.8.2** | related  |                       | on the ocean as well   |
|         | to       |                       | as lakes and rivers.   |
|         | weather  |                       | The sun gives the      |
|         | and      |                       | water cycle power to   |
|         | climate  |                       | spin. The surface of   |
|         |          |                       | the water heats up     |
|         |          |                       | with the sun and turns |
|         |          |                       | into vapor. The vapor  |
|         |          |                       | then rises up into the |
|         |          |                       | sky. What's this       |
|         |          |                       | called? This is called |
|         |          |                       | EVAPORATION. (Say      |
|         |          |                       | together)              |
|         |          |                       |                        |
|         |          |                       | Let's take a look at   |
|         |          |                       | the sky. Remember the  |
|         |          |                       | vapors made from       |
|         |          |                       | evaporation? The       |
|         |          |                       | airborne vapors then   |
|         |          |                       | rise into the sky.     |
|         |          |                       | Here they join         |
|         |          |                       | together to form       |
|         |          |                       | clouds. What's this    |
|         |          |                       | called? This is called |
|         |          |                       | CONDENSATION (Say      |
|         |          |                       | together)              |
|         |          |                       |                        |
|         |          |                       | What else happens in   |
|         |          |                       | the sky? Eventually    |
|         |          |                       | these clouds get so    |
|         |          |                       | full of vapors, and    |
|         |          |                       | high and cold enough   |
|         |          |                       | that the water in the  |
|         |          |                       | clouds form back into  |
|         |          |                       | liquid water drops.    |
|         |          |                       | The water drops are    |
|         |          |                       | heavy and fall down to |
|         |          |                       | earth bringing stormy  |
|         |          |                       | weather as rain, hail  |
|         |          |                       | or snow. What's this   |
|         |          |                       | called? This is called |
|         |          |                       | PRECIPITATION          |
|         |          |                       | (precipitation)        |
|         |          |                       |                        |
|         |          |                       | Now lets take a look   |
|         |          |                       | at the water cycle in  |
|         |          |                       | action! A lot of       |
|         |          |                       | people don't realize   |
|         |          |                       | that when we have a    |
|         |          |                       | rainy or sunny day     |
|         |          |                       | that it is because our |
|         |          |                       | water cycle is up to   |
|         |          |                       | something. Our weather |
|         |          |                       | is related to the      |
|         |          |                       | water cycle. Just like |
|         |          |                       | a team of scientists,  |
|         |          |                       | lets take a look at a  |
|         |          |                       | weather report and see |
|         |          |                       | how the weather is     |
|         |          |                       | related to the water   |
|         |          |                       | cycle.                 |
+---------+----------+-----------------------+------------------------+
| *       | The      | Students will         | The Water Cycle --     |
| *Sample | student: | understand the link   | Match the word to the  |
| Perf    | Ill      | between different     | illustration with a    |
| ormance | ustrates | stages of the water   | line                   |
| Ass     | the      | cycle through 2 basic |                        |
| essment | water    | types of weather and  | 2\. Circle the parts   |
| (SPA)** | cycle    | related extreme       | of the water cycle     |
|         | and      | climate events.       | that usually happen on |
|         | explains |                       | a rainy day            |
|         | its      |                       |                        |
|         | rela     |                       | Condensation           |
|         | tionship |                       | Precipitation Run-off  |
|         | to       |                       |                        |
|         | weather  |                       | No precipitation No    |
|         | and      |                       | condensation           |
|         | c        |                       | Infiltration           |
|         | limate.  |                       |                        |
+---------+----------+-----------------------+------------------------+

+---------+----------+-----------------------+------------------------+
| **GRADE | **       |                       |                        |
| 3**     | Standard |                       |                        |
|         | 7:       |                       |                        |
| **S     | Geog     |                       |                        |
| tandard | raphy:** |                       |                        |
| 7:**    |          |                       |                        |
|         | **WORLD  |                       |                        |
|         | IN       |                       |                        |
|         | SPATIAL  |                       |                        |
|         | T        |                       |                        |
|         | ERMS-Use |                       |                        |
|         | ge       |                       |                        |
|         | ographic |                       |                        |
|         | represe  |                       |                        |
|         | ntations |                       |                        |
|         | to       |                       |                        |
|         | o        |                       |                        |
|         | rganize, |                       |                        |
|         | analyze, |                       |                        |
|         | and      |                       |                        |
|         | present  |                       |                        |
|         | inf      |                       |                        |
|         | ormation |                       |                        |
|         | on       |                       |                        |
|         | people,  |                       |                        |
|         | places,  |                       |                        |
|         | and      |                       |                        |
|         | envi     |                       |                        |
|         | ronments |                       |                        |
|         | and      |                       |                        |
|         | un       |                       |                        |
|         | derstand |                       |                        |
|         | the      |                       |                        |
|         | nature   |                       |                        |
|         | and      |                       |                        |
|         | int      |                       |                        |
|         | eraction |                       |                        |
|         | of       |                       |                        |
|         | ge       |                       |                        |
|         | ographic |                       |                        |
|         | regions  |                       |                        |
|         | and      |                       |                        |
|         | s        |                       |                        |
|         | ocieties |                       |                        |
|         | around   |                       |                        |
|         | the      |                       |                        |
|         | world**  |                       |                        |
+=========+==========+=======================+========================+
| **      | Env      |                       |                        |
| Topic** | ironment |                       |                        |
|         | and      |                       |                        |
|         | Society  |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Examine  | Students will         | "Only a little bit of  |
| nchmark | the ways | evaluate how people   | the earths water can   |
| SC.**   | in which | have changed the      | be used by us humans   |
| **      | people   | physical environment  | as most of its salt    |
| 3.7.4** | modify   | relating to water and | water in the sea or    |
|         | the      | the affects of these  | frozen in the north    |
|         | physical | changes through a     | and south poles. We    |
|         | env      | local and global      | also have to share it  |
|         | ironment | example.              | with all the plants    |
|         | and the  |                       | and animals on earth.  |
|         | effects  | Students will gain an | So do you think we     |
|         | of these | awareness of what     | need to look after it? |
|         | changes  | they can do to        | I've noticed that      |
|         |          | conserve water on     | there's been some      |
|         |          | earth through these   | problems with the      |
|         |          | examples.             | water cycle because us |
|         |          |                       | humans aren't looking  |
|         |          |                       | after it. We've been   |
|         |          |                       | making the water cycle |
|         |          |                       | unhealthy.             |
|         |          |                       |                        |
|         |          |                       | This is the Aral Sea,  |
|         |          |                       | in Khazakstan. The     |
|         |          |                       | Aral Sea is a very     |
|         |          |                       | important water source |
|         |          |                       | for the people of      |
|         |          |                       | Khazikstan as it is    |
|         |          |                       | where they fish, get   |
|         |          |                       | water for irrigation   |
|         |          |                       | as well water for      |
|         |          |                       | their homes. A while   |
|         |          |                       | ago, people on the     |
|         |          |                       | other side here        |
|         |          |                       | decided they needed    |
|         |          |                       | more water to grow     |
|         |          |                       | crops and have water   |
|         |          |                       | in their homes to      |
|         |          |                       | brush their teeth etc, |
|         |          |                       | so they put in a dam   |
|         |          |                       | to store up the water  |
|         |          |                       | from the river that    |
|         |          |                       | goes into the Aral     |
|         |          |                       | sea. (freeze dam       |
|         |          |                       | inage)Who can tell me  |
|         |          |                       | what a dam is? But     |
|         |          |                       | let's take a look at   |
|         |          |                       | what happened to the   |
|         |          |                       | Aral Sea on the other  |
|         |          |                       | side of the dam.       |
|         |          |                       | (unfreeze image to     |
|         |          |                       | continue animation)    |
|         |          |                       | There was less water   |
|         |          |                       | going into the sea,    |
|         |          |                       | why? Because of the    |
|         |          |                       | dam and what happened? |
|         |          |                       | It has dried up.       |
|         |          |                       | Result, many of the    |
|         |          |                       | fishing boats became   |
|         |          |                       | stranded, what other   |
|         |          |                       | problems do you think  |
|         |          |                       | may have happened?     |
|         |          |                       |                        |
|         |          |                       | Yes, and all because   |
|         |          |                       | people wanted more     |
|         |          |                       | water for their homes! |
|         |          |                       | If only people would   |
|         |          |                       | be willing to use only |
|         |          |                       | their share!           |
|         |          |                       |                        |
|         |          |                       | We use water in our    |
|         |          |                       | homes for baths, to do |
|         |          |                       | dishes and to brush    |
|         |          |                       | our teeth.             |
|         |          |                       |                        |
|         |          |                       | Who wants to see how   |
|         |          |                       | much water we use when |
|         |          |                       | we brush our teeth?    |
|         |          |                       |                        |
|         |          |                       | Who knows what         |
|         |          |                       | pollution is? Lets     |
|         |          |                       | take a look at         |
|         |          |                       | somewhere closer to    |
|         |          |                       | home. Where is this?   |
|         |          |                       | Hawaii, Waikiki. Does  |
|         |          |                       | anyone know what the   |
|         |          |                       | name of this canal is? |
|         |          |                       | The Alawai Canal. Who  |
|         |          |                       | can remember last year |
|         |          |                       | when we had 40 days of |
|         |          |                       | rain? Everything       |
|         |          |                       | became flooded right   |
|         |          |                       | and a lot of garbage   |
|         |          |                       | off the street went    |
|         |          |                       | into the canal. But    |
|         |          |                       | not only that, because |
|         |          |                       | of all the flooding,   |
|         |          |                       | the sewage lines       |
|         |          |                       | (pipes that take our   |
|         |          |                       | poop and shi shi!)     |
|         |          |                       | overflowed so the city |
|         |          |                       | pumped raw sewage into |
|         |          |                       | the canal. Augh. Since |
|         |          |                       | then, the Alawai is a  |
|         |          |                       | little bit cleaner,    |
|         |          |                       | but it's still pretty  |
|         |          |                       | dirty with stuff we    |
|         |          |                       | humans keep letting    |
|         |          |                       | get in there which     |
|         |          |                       | wash off the street    |
|         |          |                       | and down drains. Did   |
|         |          |                       | you know that the      |
|         |          |                       | Alawai Canal is        |
|         |          |                       | actually a river with  |
|         |          |                       | fish and living        |
|         |          |                       | things!"               |
+---------+----------+-----------------------+------------------------+
| *       | The      |                       | What does pollution do |
| *Sample | student: |                       | to rivers and streams? |
| Perf    | E        |                       |                        |
| ormance | valuates |                       |                        |
| Ass     | how      |                       |                        |
| essment | people   |                       |                        |
| (SPA)** | have     |                       |                        |
|         | changed  |                       |                        |
|         | the      |                       |                        |
|         | env      |                       |                        |
|         | ironment |                       |                        |
|         | (e.g.,   |                       |                        |
|         | irr      |                       |                        |
|         | igation, |                       |                        |
|         | clearing |                       |                        |
|         | land,    |                       |                        |
|         | planting |                       |                        |
|         | crops,   |                       |                        |
|         | building |                       |                        |
|         | roads)   |                       |                        |
|         | and the  |                       |                        |
|         | effects  |                       |                        |
|         | of these |                       |                        |
|         | c        |                       |                        |
|         | hanges.  |                       |                        |
+---------+----------+-----------------------+------------------------+

Bishop Museum Connections

Mapping Curriculum to Science Benchmarks

**Grade 4**

+---------+----------+-----------------------+------------------------+
| **GRADE | **P      |                       |                        |
| 4**     | hysical, |                       |                        |
|         | Earth,   |                       |                        |
| **S     | and      |                       |                        |
| tandard | Space    |                       |                        |
| 8:**    | Sci      |                       |                        |
|         | ences:** |                       |                        |
|         |          |                       |                        |
|         | **EARTH  |                       |                        |
|         | AND      |                       |                        |
|         | SPACE    |                       |                        |
|         | SCIENCE: |                       |                        |
|         | Un       |                       |                        |
|         | derstand |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
|         | and its  |                       |                        |
|         | pr       |                       |                        |
|         | ocesses, |                       |                        |
|         | the      |                       |                        |
|         | solar    |                       |                        |
|         | system,  |                       |                        |
|         | and the  |                       |                        |
|         | universe |                       |                        |
|         | and its  |                       |                        |
|         | co       |                       |                        |
|         | ntents** |                       |                        |
+=========+==========+=======================+========================+
| **      | Forces   |                       |                        |
| Topic** | that     |                       |                        |
|         | Shape    |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Describe | -   Students will     | "Now we know that the  |
| nchmark | how slow |     learn that the    | Earth's plates are     |
| SC.**   | p        |     Earth has         | moving at the pace     |
| **      | rocesses |     undergone many    | your fingernails grow  |
| 4.8.1** | s        |     changes over      | so we don't see the    |
|         | ometimes |     time.             | continents moving in   |
|         | shape    |                       | our lifetimes because  |
|         | and      |     -   Some of these | it is such a slow      |
|         | reshape  |         changes are   | process. Do you think  |
|         | the      |         slow process  | the Earth looked       |
|         | surface  |         like plate    | pretty much the same   |
|         | of the   |         tectonics and | or a lot different 240 |
|         | Earth    |         erosion.      | million years ago?     |
|         |          |                       | Let's jump in our time |
|         |          |     -   Others are    | machine and find out!  |
|         |          |         quick         | *(Start animation)*.   |
|         |          |         processes     | Let's watch as the     |
|         |          |         like          | continents begin to    |
|         |          |         earthquakes   | come together and form |
|         |          |         and           | a massive              |
|         |          |         volcanoes.    | super-continent called |
|         |          |                       | Pangaea 240 million    |
|         |          | -   Students will     | years ago. *(Pause     |
|         |          |     know how and why  | animation)* You can    |
|         |          |     the Earth's       | see that slow          |
|         |          |     continents have   | movements of the       |
|         |          |     shifted over      | plates over hundreds   |
|         |          |     millions of       | of millions of years   |
|         |          |     years.            | can cause large        |
|         |          |                       | changes in the way     |
|         |          | -   Students will     | that our Earth looks.  |
|         |          |     know what types   |                        |
|         |          |     of features form  | *(Students do an       |
|         |          |     at different      | activity where they    |
|         |          |     plate boundaries. | fit together foam      |
|         |          |                       | pieces of North        |
|         |          |                       | America, South         |
|         |          |                       | American and Africa)"* |
+---------+----------+-----------------------+------------------------+
| *       | The      |                       | Where are most of the  |
| *Sample | student: |                       | world's earthquakes    |
| Perf    | D        |                       | found?                 |
| ormance | escribes |                       |                        |
| Ass     | how the  |                       | What can form when two |
| essment | surface  |                       | of Earth's plates      |
| (SPA)** | of the   |                       | collide?               |
|         | Earth is |                       |                        |
|         | shaped   |                       | What can form when two |
|         | and      |                       | of Earth's plates      |
|         | reshaped |                       | separate?              |
|         | through  |                       |                        |
|         | slow     |                       |                        |
|         | p        |                       |                        |
|         | rocesses |                       |                        |
|         | (e.g.,   |                       |                        |
|         | waves,   |                       |                        |
|         | wind,    |                       |                        |
|         | water,   |                       |                        |
|         | ice).    |                       |                        |
+---------+----------+-----------------------+------------------------+

+---------+----------+-----------------------+------------------------+
| **GRADE | **P      |                       |                        |
| 4**     | hysical, |                       |                        |
|         | Earth,   |                       |                        |
| **S     | and      |                       |                        |
| tandard | Space    |                       |                        |
| 8:**    | Sci      |                       |                        |
|         | ences:** |                       |                        |
|         |          |                       |                        |
|         | **EARTH  |                       |                        |
|         | AND      |                       |                        |
|         | SPACE    |                       |                        |
|         | SCIENCE: |                       |                        |
|         | Un       |                       |                        |
|         | derstand |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
|         | and its  |                       |                        |
|         | pr       |                       |                        |
|         | ocesses, |                       |                        |
|         | the      |                       |                        |
|         | solar    |                       |                        |
|         | system,  |                       |                        |
|         | and the  |                       |                        |
|         | universe |                       |                        |
|         | and its  |                       |                        |
|         | co       |                       |                        |
|         | ntents** |                       |                        |
+=========+==========+=======================+========================+
| **      | Forces   |                       |                        |
| Topic** | that     |                       |                        |
|         | Shape    |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Describe | -   Students will     | The script contains    |
| nchmark | how fast |     learn that the    | several discussions of |
| SC.**   | p        |     Earth has         | fast processes. A few  |
| **      | rocesses |     undergone many    | are noted below:       |
| 4.8.2** | (e.g.,   |     changes over      |                        |
|         | vo       |     time.             | As the plates move and |
|         | lcanoes, |                       | build up stress over   |
|         | eart     |     -   Some of these | time and they release  |
|         | hquakes) |         changes are   | this stress through    |
|         | s        |         slow process  | earthquakes. This      |
|         | ometimes |         like plate    | animation is a build   |
|         | shape    |         tectonics and | up of earthquakes from |
|         | and      |         erosion.      | 1980 through 1995. All |
|         | reshape  |                       | the little yellow dots |
|         | the      |     -   Others are    | you see building up on |
|         | surface  |         quick         | the Sphere represent   |
|         | of the   |         processes     | earthquakes. If there  |
|         | Earth    |         like          | are a lot of           |
|         |          |         earthquakes   | earthquakes in an      |
|         |          |         and           | area, the dots turn    |
|         |          |         volcanoes.    | red in color. Does     |
|         |          |                       | anyone notice a        |
|         |          | -   Students will     | pattern as to where    |
|         |          |     understand the    | the earthquakes are    |
|         |          |     relationship      | occurring? That's      |
|         |          |     between           | right, they are        |
|         |          |     earthquakes and   | occurring on the plate |
|         |          |     the Earth's plate | boundaries or edges."  |
|         |          |     boundaries.       |                        |
|         |          |                       | This animation shows   |
|         |          | -   Students will     | you how a stationary   |
|         |          |     understand how    | hot spot inside the    |
|         |          |     the Hawaiian      | Earth generates heat   |
|         |          |     Islands formed by | which rises to the     |
|         |          |     movement of the   | surface and forms      |
|         |          |     plate and the hot | volcanoes or islands.  |
|         |          |     spot.             | If the Pacific Plate   |
|         |          |                       | (the one Hawaii lies   |
|         |          | -   Students will the | on) were not moving,   |
|         |          |     growth and        | we would just have one |
|         |          |     evolution of      | large Hawaiian Island. |
|         |          |     Oahu.             | However, the Pacific   |
|         |          |                       | Plate moves to the     |
|         |          |                       | northwest so the hot   |
|         |          |                       | spot creates a string  |
|         |          |                       | of islands which you   |
|         |          |                       | see here. You can see  |
|         |          |                       | that the islands which |
|         |          |                       | have moved off the hot |
|         |          |                       | spot are no longer     |
|         |          |                       | active, but the one    |
|         |          |                       | directly over the hot  |
|         |          |                       | spot is indeed active. |
|         |          |                       |                        |
|         |          |                       | "What about our        |
|         |          |                       | island, Oahu? Does     |
|         |          |                       | anyone know how many   |
|         |          |                       | major volcanoes make   |
|         |          |                       | up Oahu? That's right, |
|         |          |                       | 2 volcanoes.           |
|         |          |                       |                        |
|         |          |                       | Watch as the Waianae   |
|         |          |                       | Volcano erupted and    |
|         |          |                       | grew 4 million years   |
|         |          |                       | ago. About 2-3 million |
|         |          |                       | years ago, the Koolau  |
|         |          |                       | Volcano begins to grow |
|         |          |                       | and eventually         |
|         |          |                       | combines with the      |
|         |          |                       | Waianae Volcano to     |
|         |          |                       | form a single island.  |
|         |          |                       | After the volcano      |
|         |          |                       | stops erupting, wind   |
|         |          |                       | and water gradually    |
|         |          |                       | erode away the island  |
|         |          |                       | into what we see       |
|         |          |                       | today."                |
+---------+----------+-----------------------+------------------------+
| *       | The      |                       | How did the Hawaiian   |
| *Sample | student: |                       | Islands form?          |
| Perf    | D        |                       |                        |
| ormance | escribes |                       | How many volcanoes     |
| Ass     | how fast |                       | make up Oahu?          |
| essment | p        |                       |                        |
| (SPA)** | rocesses |                       | What evidence of       |
|         | have     |                       | erosion do you find on |
|         | shaped   |                       | Oahu?                  |
|         | and      |                       |                        |
|         | reshaped |                       |                        |
|         | the      |                       |                        |
|         | Hawaiian |                       |                        |
|         | Islands. |                       |                        |
+---------+----------+-----------------------+------------------------+

Bishop Museum Connections

Mapping Curriculum to Science Benchmarks

**Grade 6**

+---------+----------+-----------------------+------------------------+
| **GRADE | **The    |                       |                        |
| 6**     | Sc       |                       |                        |
|         | ientific |                       |                        |
| **S     | Pr       |                       |                        |
| tandard | ocess:** |                       |                        |
| 2:**    |          |                       |                        |
|         | **NATURE |                       |                        |
|         | OF       |                       |                        |
|         | SC       |                       |                        |
|         | IENCE:** |                       |                        |
|         | Un       |                       |                        |
|         | derstand |                       |                        |
|         | that     |                       |                        |
|         | science, |                       |                        |
|         | tec      |                       |                        |
|         | hnology, |                       |                        |
|         | and      |                       |                        |
|         | society  |                       |                        |
|         | are      |                       |                        |
|         | inte     |                       |                        |
|         | rrelated |                       |                        |
+=========+==========+=======================+========================+
| **      | Science, |                       |                        |
| Topic** | Tec      |                       |                        |
|         | hnology, |                       |                        |
|         | and      |                       |                        |
|         | Society  |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Explain  | The student explains  | "Luckily we have a     |
| nchmark | how      | ways in which         | good warning system in |
| SC.     | te       | technology has        | the Pacific Ocean      |
| 6.2.1** | chnology | changed our society   | because of a network   |
|         | has an   | and science.          | of buoys...This is how |
|         | impact   | Specifically, what    | a tsunami buoy works   |
|         | on       | tools and technology  | (Press OK              |
|         | society  | do scientists use in  | Button)...When it      |
|         | and      | a tsunami warning     | records a tsunami wave |
|         | science  | system.               | has passed overhead,   |
|         |          |                       | it sends that          |
|         |          |                       | information up to the  |
|         |          |                       | surface, then up to a  |
|         |          |                       | satellite, and then    |
|         |          |                       | down to all of the     |
|         |          |                       | tsunami warning        |
|         |          |                       | stations."             |
|         |          |                       |                        |
|         |          |                       | "If you look at the    |
|         |          |                       | Hawaiian islands, you  |
|         |          |                       | can see that we are    |
|         |          |                       | surrounded by buoys    |
|         |          |                       | all around us. That    |
|         |          |                       | means we will have     |
|         |          |                       | ample warning if a     |
|         |          |                       | large earthquake       |
|         |          |                       | generates a tsunami    |
|         |          |                       | along the Pacific Ring |
|         |          |                       | of Fire"               |
+---------+----------+-----------------------+------------------------+
| *       | The      |                       | "What tools and        |
| *Sample | student: |                       | technology do          |
| Perf    | Explains |                       | scientists use in a    |
| ormance | ways in  |                       | tsunami warning        |
| Ass     | which    |                       | system?"               |
| essment | te       |                       |                        |
| (SPA)** | chnology |                       |                        |
|         | has      |                       |                        |
|         | changed  |                       |                        |
|         | our      |                       |                        |
|         | society  |                       |                        |
|         | and      |                       |                        |
|         | science. |                       |                        |
+---------+----------+-----------------------+------------------------+
| **GRADE | **P      |                       |                        |
| 6**     | hysical, |                       |                        |
|         | Earth,   |                       |                        |
| **S     | and      |                       |                        |
| tandard | Space    |                       |                        |
| 6:**    | S        |                       |                        |
|         | ciences: |                       |                        |
|         | NATURE   |                       |                        |
|         | OF       |                       |                        |
|         | MATTER   |                       |                        |
|         | AND      |                       |                        |
|         | E        |                       |                        |
|         | NERGY:Un |                       |                        |
|         | derstand |                       |                        |
|         | the      |                       |                        |
|         | nature   |                       |                        |
|         | of       |                       |                        |
|         | matter   |                       |                        |
|         | and      |                       |                        |
|         | energy,  |                       |                        |
|         | forms of |                       |                        |
|         | energy   |                       |                        |
|         | (i       |                       |                        |
|         | ncluding |                       |                        |
|         | waves)   |                       |                        |
|         | and      |                       |                        |
|         | energy   |                       |                        |
|         | transfor |                       |                        |
|         | mations, |                       |                        |
|         | and      |                       |                        |
|         | their    |                       |                        |
|         | sign     |                       |                        |
|         | ificance |                       |                        |
|         | in       |                       |                        |
|         | under    |                       |                        |
|         | standing |                       |                        |
|         | the      |                       |                        |
|         | s        |                       |                        |
|         | tructure |                       |                        |
|         | of the   |                       |                        |
|         | un       |                       |                        |
|         | iverse** |                       |                        |
+---------+----------+-----------------------+------------------------+
| **      | *        |                       |                        |
| Topic** | *Waves** |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Explain  | The student           | This image shows you   |
| nchmark | how      | manipulates models of | the tsunami 3 minutes  |
| SC.6    | vi       | waves to demonstrate  | after it starts." Keep |
| .6.10** | brations | how waves spread away | your eye on the timer  |
|         | in       | from their sources.   | which shows how much   |
|         | m        | Students show how an  | time has gone by.      |
|         | aterials | earthquake produces a | Let's watch the        |
|         | set up   | tsunami.              | tsunami in action.     |
|         | wavelike |                       | Notice how quickly the |
|         | dist     |                       | tsunami travels...I'm  |
|         | urbances |                       | showing you how the    |
|         | that     |                       | tsunami travels across |
|         | spread   |                       | the ocean, but can     |
|         | away     |                       | anyone tell me what    |
|         | from the |                       | caused the tsunami?    |
|         | source   |                       | That's right, an       |
|         |          |                       | earthquake..."         |
|         |          |                       |                        |
|         |          |                       | "Now let's take a      |
|         |          |                       | journey to see if we   |
|         |          |                       | can understand how     |
|         |          |                       | exactly the Indian     |
|         |          |                       | Ocean earthquake       |
|         |          |                       | generated a tsunami.   |
|         |          |                       | As we zoom into the    |
|         |          |                       | earthquake's location, |
|         |          |                       | the yellow line        |
|         |          |                       | represents about a     |
|         |          |                       | thousand miles of      |
|         |          |                       | Earth that slipped by  |
|         |          |                       | about 50 feet in a     |
|         |          |                       | matter of minutes..."  |
|         |          |                       |                        |
|         |          |                       | "Remember that these   |
|         |          |                       | is water above the     |
|         |          |                       | plate, so when the     |
|         |          |                       | plate snaps up, it     |
|         |          |                       | pushes up the water    |
|         |          |                       | above it and generates |
|         |          |                       | a tsunami...as the     |
|         |          |                       | tsunamis get closer    |
|         |          |                       | and closer to land and |
|         |          |                       | starts to feel the     |
|         |          |                       | bottom of the ocean,   |
|         |          |                       | it gets taller and     |
|         |          |                       | taller until it hits   |
|         |          |                       | the shore with wave    |
|         |          |                       | heights up to 30-50    |
|         |          |                       | feet tall."            |
+---------+----------+-----------------------+------------------------+
| *       | The      |                       | 'How do most tsunamis  |
| *Sample | student: |                       | form?"                 |
| Perf    | Man      |                       |                        |
| ormance | ipulates |                       |                        |
| Ass     | models   |                       |                        |
| essment | of waves |                       |                        |
| (SPA)** | to       |                       |                        |
|         | dem      |                       |                        |
|         | onstrate |                       |                        |
|         | how      |                       |                        |
|         | waves    |                       |                        |
|         | spread   |                       |                        |
|         | away     |                       |                        |
|         | from     |                       |                        |
|         | their    |                       |                        |
|         | sources  |                       |                        |
|         | (e.g.,   |                       |                        |
|         | using a  |                       |                        |
|         | water    |                       |                        |
|         | table).  |                       |                        |
+---------+----------+-----------------------+------------------------+

Bishop Museum Connections

Mapping Curriculum to Science Benchmarks

**Grade 8**

+---------+----------+-----------------------+------------------------+
| **GRADE | **P      |                       |                        |
| 8**     | hysical, |                       |                        |
|         | Earth,   |                       |                        |
| **S     | and      |                       |                        |
| tandard | Space    |                       |                        |
| 8:**    | Sci      |                       |                        |
|         | ences:** |                       |                        |
|         |          |                       |                        |
|         | **EARTH  |                       |                        |
|         | AND      |                       |                        |
|         | SPACE    |                       |                        |
|         | SCIENCE: |                       |                        |
|         | Un       |                       |                        |
|         | derstand |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
|         | and its  |                       |                        |
|         | pr       |                       |                        |
|         | ocesses, |                       |                        |
|         | the      |                       |                        |
|         | solar    |                       |                        |
|         | system,  |                       |                        |
|         | and the  |                       |                        |
|         | universe |                       |                        |
|         | and its  |                       |                        |
|         | co       |                       |                        |
|         | ntents** |                       |                        |
+=========+==========+=======================+========================+
| **      | Earth in |                       |                        |
| Topic** | the      |                       |                        |
|         | Solar    |                       |                        |
|         | System   |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Describe | Describe how the      | "Ask students to hold  |
| nchmark | how the  | Earth's motions and   | their earth ball in    |
| SC.**   | Earth\'s | tilt on its axis      | front of their chest,  |
| **      | motions  | affect the seasons    | with North Pole        |
| 8.8.3** | and tilt | and weather patterns. | pointing straight up.  |
|         | on its   |                       | Explain that the       |
|         | axis     |                       | earth's axis is NOT    |
|         | affect   |                       | straight up and down,  |
|         | the      |                       | but in fact tilted     |
|         | seasons  |                       | towards the North      |
|         | and      |                       | Star, Polaris. Ask     |
|         | weather  |                       | students to tilt their |
|         | patterns |                       | earth balls towards    |
|         |          |                       | Polaris (point out     |
|         |          |                       | where the star is).    |
|         |          |                       | Check to see if all    |
|         |          |                       | the balls are tilted   |
|         |          |                       | towards Polaris."      |
|         |          |                       |                        |
|         |          |                       | "Ask one student who   |
|         |          |                       | is farthest away from  |
|         |          |                       | Polaris whether        |
|         |          |                       | his/her north pole is  |
|         |          |                       | tilted towards or away |
|         |          |                       | from the sun. Ask      |
|         |          |                       | another student who is |
|         |          |                       | closet to Polaris      |
|         |          |                       | whether his/her north  |
|         |          |                       | pole is tiled towards  |
|         |          |                       | or away from the sun.  |
|         |          |                       | Ask the class to make  |
|         |          |                       | a guess as to which    |
|         |          |                       | student represents the |
|         |          |                       | earth in the summer    |
|         |          |                       | and which student      |
|         |          |                       | represents the earth   |
|         |          |                       | in the winter."        |
+---------+----------+-----------------------+------------------------+
| *       | The      |                       | "What season is it in  |
| *Sample | student: |                       | the northern           |
| Perf    | Diagrams |                       | hemisphere when the    |
| ormance | and      |                       | Earth's axis is tilted |
| Ass     | explains |                       | way from Polaris?"     |
| essment | how      |                       |                        |
| (SPA)** | Earth\'s |                       |                        |
|         | motions  |                       |                        |
|         | and tilt |                       |                        |
|         | on its   |                       |                        |
|         | axis     |                       |                        |
|         | affect   |                       |                        |
|         | the      |                       |                        |
|         | seasons  |                       |                        |
|         | and      |                       |                        |
|         | weather  |                       |                        |
|         | p        |                       |                        |
|         | atterns. |                       |                        |
+---------+----------+-----------------------+------------------------+

+---------+----------+-----------------------+------------------------+
| **GRADE | **P      |                       |                        |
| 8**     | hysical, |                       |                        |
|         | Earth,   |                       |                        |
| **S     | and      |                       |                        |
| tandard | Space    |                       |                        |
| 8:**    | Sci      |                       |                        |
|         | ences:** |                       |                        |
|         |          |                       |                        |
|         | **EARTH  |                       |                        |
|         | AND      |                       |                        |
|         | SPACE    |                       |                        |
|         | SCIENCE: |                       |                        |
|         | Un       |                       |                        |
|         | derstand |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
|         | and its  |                       |                        |
|         | pr       |                       |                        |
|         | ocesses, |                       |                        |
|         | the      |                       |                        |
|         | solar    |                       |                        |
|         | system,  |                       |                        |
|         | and the  |                       |                        |
|         | universe |                       |                        |
|         | and its  |                       |                        |
|         | co       |                       |                        |
|         | ntents** |                       |                        |
+=========+==========+=======================+========================+
| **      | Forces   |                       |                        |
| Topic** | that     |                       |                        |
|         | Shape    |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Explain  | Explain how the sun   | [IN THE SCRIPT, THERE  |
| nchmark | how the  | is the major source   | IS NO DIRECT           |
| SC.**   | sun is   | of energy influencing | EXPLANATION OF THE SUN |
| **      | the      | climate and weather   | AS A SOURCE OF ENERGY. |
| 8.8.4** | major    | on Earth              | HOWEVER, IDEAS RELATED |
|         | source   |                       | TO THE SUN'S ROLE IN   |
|         | of       |                       | SEASONS AND CLIMATE    |
|         | energy   |                       | ARE IN THE SCRIPT AS   |
|         | inf      |                       | NOTED BELOW:]{.mark}   |
|         | luencing |                       |                        |
|         | climate  |                       | Explain that the sun   |
|         | and      |                       | is in the same place,  |
|         | weather  |                       | but the earth is now   |
|         | on Earth |                       | in a different part of |
|         |          |                       | its orbit around the   |
|         |          |                       | sun. Make a guess:     |
|         |          |                       | what month is showing  |
|         |          |                       | on the Sphere?.        |
|         |          |                       |                        |
|         |          |                       | Start the time         |
|         |          |                       | sequence animation.    |
|         |          |                       | Explain that this is   |
|         |          |                       | showing changes in     |
|         |          |                       | land over the course   |
|         |          |                       | of one year. First     |
|         |          |                       | look at North America. |
|         |          |                       | What do you see        |
|         |          |                       | happening (snow and    |
|         |          |                       | ice advancing          |
|         |          |                       | southward in           |
|         |          |                       | November-March)        |
+---------+----------+-----------------------+------------------------+
| *       | The      |                       | [NO QUESTION IN        |
| *Sample | student: |                       | PRE-POST TEST THAT IS  |
| Perf    | D        |                       | DIRECTLY RELATED TO    |
| ormance | escribes |                       | THIS SPA.]{.mark}      |
| Ass     | how the  |                       |                        |
| essment | sun\'s   |                       |                        |
| (SPA)** | heating  |                       |                        |
|         | of the   |                       |                        |
|         | Earth    |                       |                        |
|         | drives   |                       |                        |
|         | weather  |                       |                        |
|         | systems, |                       |                        |
|         | ocean    |                       |                        |
|         | c        |                       |                        |
|         | urrents, |                       |                        |
|         | and the  |                       |                        |
|         | water    |                       |                        |
|         | cycle.   |                       |                        |
+---------+----------+-----------------------+------------------------+

+---------+----------+-----------------------+------------------------+
| **GRADE | **P      |                       |                        |
| 8**     | hysical, |                       |                        |
|         | Earth,   |                       |                        |
| **S     | and      |                       |                        |
| tandard | Space    |                       |                        |
| 8:**    | Sci      |                       |                        |
|         | ences:** |                       |                        |
|         |          |                       |                        |
|         | **EARTH  |                       |                        |
|         | AND      |                       |                        |
|         | SPACE    |                       |                        |
|         | SCIENCE: |                       |                        |
|         | Un       |                       |                        |
|         | derstand |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
|         | and its  |                       |                        |
|         | pr       |                       |                        |
|         | ocesses, |                       |                        |
|         | the      |                       |                        |
|         | solar    |                       |                        |
|         | system,  |                       |                        |
|         | and the  |                       |                        |
|         | universe |                       |                        |
|         | and its  |                       |                        |
|         | co       |                       |                        |
|         | ntents** |                       |                        |
+=========+==========+=======================+========================+
| **      | Forces   |                       |                        |
| Topic** | that     |                       |                        |
|         | Shape    |                       |                        |
|         | the      |                       |                        |
|         | Earth    |                       |                        |
+---------+----------+-----------------------+------------------------+
| **HCPS  |          | **Learner Outcomes**  | **Excerpts from        |
| III**   |          |                       | Connections Curriculum |
|         |          | **(taken from         | Scripts and            |
|         |          | Connections           | Assessments**          |
|         |          | Curriculum)**         |                        |
|         |          |                       |                        |
|         |          | **Connections         |                        |
|         |          | Curriculum**          |                        |
+---------+----------+-----------------------+------------------------+
| **Be    | Describe | Describe the physical | [THERE IS NO DIRECT    |
| nchmark | the      | characteristics of    | LINK IN THE SCRIPT TO  |
| SC.**   | physical | oceans.               | PHYSICAL               |
| **      | charact  |                       | CHARACTERISTICS (SIZE, |
| 8.8.7** | eristics |                       | DEPTH, OCEAN FLOOR,    |
|         | of       |                       | CURRENTS). HOWEVER     |
|         | oceans   |                       | THERE ARE CONCEPTS     |
|         |          |                       | RELATED TO PHYSICAL    |
|         |          |                       | CHARACTERISTICS AS     |
|         |          |                       | OUTLINED               |
|         |          |                       | BELOW:]{.mark}         |
|         |          |                       |                        |
|         |          |                       | Explain that the image |
|         |          |                       | shows sea surface      |
|         |          |                       | temperatures...start   |
|         |          |                       | the time sequence      |
|         |          |                       | animation...observe    |
|         |          |                       | how temperature        |
|         |          |                       | changes over the       |
|         |          |                       | course of a year. What |
|         |          |                       | do you see happening?  |
|         |          |                       |                        |
|         |          |                       | Turn the Sphere to the |
|         |          |                       | Pacific, Point out the |
|         |          |                       | general water          |
|         |          |                       | temperatures at the    |
|         |          |                       | beginning of           |
|         |          |                       | 1997...start the time  |
|         |          |                       | sequence animation...  |
|         |          |                       |                        |
|         |          |                       | Notice there is a lot  |
|         |          |                       | of cloud activity over |
|         |          |                       | warm water. What do    |
|         |          |                       | you think is           |
|         |          |                       | happening? (storms are |
|         |          |                       | forming over warm      |
|         |          |                       | water) Explain that    |
|         |          |                       | hurricanes are storms  |
|         |          |                       | that form over warm    |
|         |          |                       | water. Is it likely    |
|         |          |                       | that a hurricane would |
|         |          |                       | form in January?       |
+---------+----------+-----------------------+------------------------+
| *       | The      |                       | What is the 'fuel'     |
| *Sample | student: |                       | that powers            |
| Perf    | D        |                       | hurricanes?            |
| ormance | escribes |                       |                        |
| Ass     | a        |                       | What is the name of    |
| essment | variety  |                       | the dramatic change in |
| (SPA)** | of the   |                       | ocean current          |
|         | ocean\'s |                       | temperatures that      |
|         | physical |                       | typically occurs       |
|         | charact  |                       | around Christmas?      |
|         | eristics |                       |                        |
|         | (e.g.,   |                       |                        |
|         | size,    |                       |                        |
|         | depth,   |                       |                        |
|         | geologic |                       |                        |
|         | history, |                       |                        |
|         | ocean    |                       |                        |
|         | floor,   |                       |                        |
|         | cu       |                       |                        |
|         | rrents). |                       |                        |
+---------+----------+-----------------------+------------------------+

[^1]: An effect size for the difference between two means is computed as
    their difference divided by the standard deviation of the pretest.
    Differences of .2 (i.e., two-tenths of a standard deviation) are
    conventionally considered small, those of .5 of medium size, and
    those .8 or larger to be substantial.