Coming up next
Seeing Yourself in Science: Biologists in Black History
2/15/2019, 1:00 PM ET
Mote Marine Laboratory will host an interactive livestream in honor of Black History Month
Community organizations, school classrooms, homeschool groups, and others are encouraged to participate in a free interactive livestream this February – Seeing Yourself in Science: Biologists in Black History. We will host the connection via Zoom on Feb. 15 at 1 pm ET. Registration is now open online.
The livestream will highlight African Americans working in zoos and aquariums. The program will connect participants with biologists, educators, and conservation leaders working with a diversity of aquatic animals and highlight the significant contributions of African Americans to the science of the aquatic world.
Register as an interactive site and your students will have the opportunity to ask questions of our experts.
- Format: Livestream via Zoom
- Age (Grade): 11-12 (6th), 12-13 (7th), 13-14 (8th), 14-15 (9th), 15-16 (10th), 16-17 (11th), 17-18 (12th), Adult (College), Adult (Public; Library; Senior Center; etc)
- Duration: 50 mins
- Fee: FREE
Hosted by Mote SEAtrek.TV, the participants in this livestream are:
Amanda Hodo, Aquarium Biologist at Mote Marine Laboratory in Sarasota, FL
Amanda Hodo was born and raised on the south side of Chicago. She attended Grinnell College in Grinnell, IA and graduated with a B.A. in Biology. She began her career in aquarium husbandry with internships at Mote Aquarium and the Shedd Aquarium in Chicago, IL. Amanda is an Aquarium Biologist III at, and has worked at Mote for over 4 years. She managed Mote's Seahorse Conservation Laboratory for over 2 years, breeding local species and sharing those offspring with other zoos and aquariums. Some of her favorite duties are breeding fish and scuba diving in the shark exhibit. In the fall of 2018, Amanda was one of the four winners of the Association of Zoos and Aquarium's "Find Our Heroes" award. It was a nation-wide video submission contest in which AZA received over 95 submissions. She will be featured in AZA's national campaign airing in February.
Jordan Veasley, Temporary Animal Keeper at Woodland Park Zoo in Seattle, WA
Jordan Veasley was born and raised in Seattle, WA. Since he had such a love of animals and always dreamt of being a zookeeper he started volunteering at Woodland Park Zoo at the age of 11, making him one of the youngest volunteers in the history of the zoo. He was also a part of the teen program ZooCorps spending his weekends walking around the zoo educating people about animals. He attended the University of Washington in Seattle and graduated with a B.S. in Wildlife Conservation. Jordan is now a temporary zookeeper at the Woodland Park Zoo, working with all sorts of animals, such as hippos, giraffes and otters! He loves playing basketball and making videos.
Jasmine Williams, Community Partner Program Coordinator at Seattle Aquarium in Seattle, WA
Jasmine Williams was born and raised in Seattle, WA and is currently working at the Seattle Aquarium. She graduated from the University of Southern California and is now pursing a Masters at Miami University. Jasmine has a passion for marine science, conservation, community and creating more equitable and inclusive environments. As the Community Partner Program Coordinator, Jasmine oversees the Connections Program that aims to build mutually beneficial relationships with community-based organizations or governmental agencies that serve historically oppressed communities. With a goal of reimaging how zoos and aquariums engage with these communities, Jasmine works towards creating experiences for those who might not otherwise have the opportunities.
Ross Johnston, Livestream Host for Mote SEAtrek.TV
Ross Johnston is from Santa Cruz, California, where he became exposed to marine laboratories from visiting and volunteering at Moss Landing Marine Labs starting from a very young age. Ross’ experience has been in the environmental or conservation education departments throughout his AZA work history, including conservation curriculum development, animal enrichment and feeding narratives, and public programming with the Monterey Bay Aquarium’s “Seafood Watch” and Aquarium of the Pacific’s “Seafood for the Future.” As a National Association for Interpretation Certified Interpretative Guide, his professional background has focused on public conservation messaging and scientific program engagement. At Mote, Ross educates the public primarily through Mote SEAtrek.TV distance learning lessons.
Basic Recommended Technology for Livestreams
- Computer or videoconference system running Zoom. Learn more about Zoom.
- Large screen TV or projector. Since this is a a two-way video connection, we recommend using a large, bright TV screen over a projector when possible.
- Webcam or video camcorder. Most laptops have a built in webcam. This can be difficult to position. A better choice is a removable webcam that can be position and focused independently.
- USB Speaker/microphone. A high quality USB speaker/microphone with echo-cancellation will eliminate feedback.
- High-speed internet connection. Wired ethernet preferred. Wireless not recommended.
- Wondering about the tech need to connect? Request a free Tech Check.
NGSS, Ocean Literacy Principles, Social Studies, & Social Justice Standards — Seeing Yourself in Science: Biologists in Black History
Next Generation Science Standards
- 6th - 8th Grades:
- MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
- LS2.A: Interdependent Relationships in Ecosystems (MS-LS2-1), (MS-LS2-2)
- LS2.C: Ecosystem Dynamics, Functioning, and Resilience (MS-LS2-4), (MS-LS2-5)
- LS4.D: Biodiversity and Humans (secondary to MS-LS2-5)
- MS-ESS3: Earth and Human Activity
- ESS3.C: Human Impacts on Earth Systems (MS-ESS3-3), (MS-ESS3-4)
- 9th - 12th Grades:
- HS-LS2: Ecosystems: Interactions, Energy, and Dynamics
- LS2.A: Interdependent Relationships in Ecosystems (HS-LS2-1), (HS- LS2-2)
- LS2.C: Ecosystem Dynamics, Functioning, and Resilience (HS-LS2-2), (HS-LS2-6), (HS- LS2-7)
- LS4.D: Biodiversity and Humans (HS-LS4-6), (secondary to HS- LS2-7)
- ETS1.B: Developing Possible Solutions (secondary to HS-LS2-7)
- HS-LS4: Biological Evolution: Unity and Diversity
- LS4.C: Adaptation (HS-LS4-5), (HS-LS4-6), (HS-LS4-5)
- LS4.D: Biodiversity and Humans (HS-LS4-6), ((HS-LS4-7)
- HS-ESS3: Earth and Human Activity
- ESS3.C: Human Impacts on Earth Systems (HS-ESS3-3), (HS-ESS3-4)
College, Career, and Civic Life (C3) Framework for Social Studies State StandardsCertified by the National Council for the Social Studies
- Dimension 1: Developing Questions and Planning Inquiries
- Dimension 3: Evaluating Sources and Using Evidence:
- Gathering and Evaluating Sources
- Developing Claims and Using Evidence
- Dimension 4: Communicating Conclusions and Taking Informed Action:
- Communicating and Critiquing Conclusions
- Taking Informed Action
Social Justice in Education Standards Southern Poverty Law Center’s Teaching Tolerance Project A Framework for Anti-bias EducationIn alignment with the College, Career, and Civic Life (C3) Framework for Social Studies State Standards — National Council for the Social Studies
- Identity Anchor Standards:
- 1. Students will develop positive social identities based on their membership in multiple groups in society.
- 2. Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups.
- 4. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people.
- Diversity Anchor Standards:
- 8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
- 9. Students will respond to diversity by building empathy, respect, understanding and connection.
- 10. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
- Justice Anchor Standards:
- 12. Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
- 14. Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
- Action Anchor Standards:
- 17. Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.
- 19. Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure.
- 20. Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.
Ocean Literacy Principles
- OLP #5 The ocean supports a great diversity of life and ecosystems
- OLP #6 The ocean and humans are inextricably interconnected