Full Steam Ahead: Ironing Up Science at a Title 1 Elementary School in Southern California

Introduction

Ocean science can seem abstract to elementary school students, especially those in urban settings like Los Angeles where most students have not seen the ocean, despite many being less than a 15-minute drive away from it. To bridge this gap, University of Southern California (USC) Joint Educational Project’s (JEP) Science Technological Engineering and Mathematics (STEM) Education Programs partnered with a Title 1 Elementary School in Southern California to bring the Oceanography Workshop directly to students on their campus (Figure 1). This event was a collaborative effort involving USC JEP STEM educators, Jim Moffett’s research team from the University of Southern California, and support from the National Science Foundation (NSF). The primary objectives were to engage students in scientific inquiry, spark curiosity about the marine world, and highlight the importance of iron in ocean ecosystems. JEP STEM’s role was to translate advanced oceanographic research into accessible, inquiry-driven activities, leveraging their expertise in experiential science education and community engagement.

Figure 1

Moffett’s Research Context

Dr. Jim Moffett’s NSF-supported research is at the forefront of understanding how iron and other trace metals cycle through the ocean, with a particular focus on the rapidly changing Amundsen Sea region of West Antarctica. The Amundsen Sea is one of the most dynamic areas along the Antarctic coast, experiencing some of the fastest rates of glacial melting on the continent (Bett et al. 2020; Rignot et al. 2013). This melting is not only reshaping the coastline but also profoundly influencing the chemistry and biology of the surrounding ocean.

A central question in Antarctic oceanography is the different sources of iron (Fe), a critical micronutrient for phytoplankton, to surface waters. The predominant source of Fe to surface waters of the Amundsen Sea are sediments coupled to the “meltwater pump” mechanism (Dinniman et al. 2020; St-Laurent et al. 2019). In the meltwater pump, buoyant glacial meltwater rises along the glacier-ocean interface, transporting Fe from the seafloor to the surface ocean and enhancing its availability for biological uptake. The coupling of glacier retreat and increased warming that causes sea ice melt increases the size of seasonally ice-free areas known as polynyas, which are hotspots for phytoplankton productivity. Climate-driven glacial melt enhances the flux of Fe from Antarctic sediments (Death et al. 2014). Partially because of the consistent delivery of Fe to surface waters, the Amundsen Sea Polynya is the most productive per unit area (Alderkamp et al. 2015; Arrigo et al. 2015; Sherrell et al. 2015). Organic matter from these blooms sinks to the seafloor, where it creates low-oxygen conditions that further promote the release of iron into the overlying water.

Recent studies, including those on the US GEOTRACES GP17-ANT cruise, have shown that Fe transported to the surface of the Amundsen Sea is supplied not only by glacial melt but also by continental sediments coupled to the meltwater pump, both of which are influenced by ongoing changes on the planet. Specifically, Dr. Moffett’s research group analyzed the distributions of reduced Fe (Fe(II)) in sediment porewaters, sea ice melt, and water column samples on the US GEOTRACES GP17-ANT cruise. The persistence of reduced iron (Fe(II)) in these cold waters is particularly important, as the reduced form is more bioavailable for phytoplankton and the relatively slow rates of oxidation can be used to understand the different sources to the surface waters of the Amundsen Sea Polynya.

Understanding these processes is vital because the Southern Ocean, while rich in nutrients, is often iron-limited (Moore et al. 2013); thus, even small changes in iron supply can have outsized effects on primary production, carbon cycling, and global climate regulation. Moffett’s research, which includes innovative measurements of iron speciation, redox kinetics, and the use of iodine as a tracer for benthic iron inputs, is essential for identifying the sources, transformations, and fate of iron in this critical region.

By integrating these scientific discoveries into educational outreach, students gain firsthand insight into how Antarctic research connects to global environmental challenges and the broader impacts of climate change on ocean ecosystems.

Broader Impacts

The integration of Moffett’s research into K–12 educational outreach directly addresses the NSF’s broader impact criteria by translating cutting-edge science into accessible, hands-on learning experiences for young students. By connecting classroom activities to real-world research on iron cycling and its effects on ocean health, the Oceanography Workshop helps demystify scientific processes and encourages students to see themselves as future scientists (Figure 2). Furthermore, the workshop’s collaborative model—linking university researchers, educators, and elementary school communities—serves as a creative and potentially transformative example of how fundamental research can have immediate, positive societal impacts beyond academia.

Figure 2

Materials & Methods

The Oceanography Workshop utilized a variety of tactile and visual materials to bring complex marine science concepts to life for elementary students. Key materials included:

• 3D-printed CTD (Conductivity, Temperature, Depth) instrument (Figure 3): These models allowed students to handle replicas of real oceanographic instruments, deepening their understanding of how scientists collect water column data

• 3D-printed glacier models (Figure 4): Used to demonstrate glacial melting and its impact on ocean chemistry and productivity.

• Lego ships: Provided a platform for students to “outfit” research vessels, illustrating the logistical and engineering challenges of marine fieldwork (Figure 5).

• Tangram models (Figure 6): Enabled students to visualize and construct research vessels, reinforcing spatial reasoning and design thinking.

• Origami Glacier (Figure 7): Supported hands-on activities simulating glacier formation and melting.

Figure 3

Figure 4

Figure 5

Figure 6

Figure 7

Sediment core kits (Figure 8): Clear tubes and layering materials allowed students to build and examine their own sediment and iron cores, modeling the sinking and accumulation of organic matter in the ocean.

Figure 8

These materials were selected for their accessibility, safety, and ability to facilitate inquiry-based learning for students with a wide range of abilities and backgrounds.

Lesson Plans

The Oceanography Workshop engaged 22 students from 4th, 5th, and Special Day Classes (SDC) through four interactive learning stations, each designed to model real-world oceanographic research and processes. The results of the workshop are summarized below by station and highlight both student learning and engagement.

Geotracing Instruments

At this station, students used a Lego ship equipped with a 3D-printed CTD (Conductivity, Temperature, Depth) sensor to simulate the work of oceanographers studying water and sediment composition (Figures 9a-c). Students assembled their own research vessels using tangram models, then played a Tetris-inspired game to fit all the necessary scientific instruments onto their ships. This hands-on activity helped students understand the complexities of instrument design, the importance of data collection, and the logistical challenges faced by marine scientists.

Figure 9

Iron in the Ocean

This station focused on the pivotal role of iron in marine ecosystems. Students observed a demonstration where iron filings were added to water, visually simulating how iron sinks and cycles in the ocean (Figure 10a & b). Facilitators led discussions on how iron supports the growth of phytoplankton—microscopic organisms essential for marine food webs and global carbon sequestration. Students connected these concepts to real-world issues such as climate change and ocean health.

Figure 10

Glacier Melt

Using 3D models and origami, students simulated the melting of glaciers and its impact on ocean ecosystems (Figure 11a and b). They learned how glacial meltwater releases iron into the ocean, which in turn boosts biological productivity. The activity illustrated the intersection of Earth’s geosphere and hydrosphere and helped students visualize the effects of climate-driven changes on marine environments.

Figure 11

Iron Cores

At this station, students created their own sediment cores using clear tubes and layering materials (Figure 12 a and b). This hands-on modeling demonstrated how organic material produced by phytoplankton sinks to the seafloor, contributing to long-term nutrient cycling and carbon storage in marine sediments. Students experienced the process of extracting and examining sediment cores, mirroring techniques used in oceanographic research.

Figure 12

Throughout the workshop, students displayed high levels of enthusiasm and curiosity. They actively participated in each station, asked insightful questions, and demonstrated a growing understanding of ocean science concepts. One student shared, “my favorite thing was the iron cores. I loved how we got to suck up the water as if we were actually doing and building the thing,” reflecting the excitement and sense of discovery fostered by the hands-on activities.

Discussion

The Oceanography Workshop worked to create hands-on and inquiry-driven activities, which translated advanced scientific concepts to make them accessible to young learners. By engaging students with real-world tools and models, the workshop fostered curiosity and provided meaningful context for abstract ideas such as nutrient cycling, iron’s role in marine ecosystems, and the impacts of climate change on the ocean.

A key strength of the program was its collaborative approach, uniting university researchers, STEM educators, and elementary school staff. This partnership model not only brought expert knowledge into the classroom but also provided students with relatable role models in science, supporting the NSF’s broader impact goal of expanding participation in STEM fields. Challenges included ensuring that activities were developmentally appropriate for all grade levels and maintaining engagement across a group of learners. The use of tactile, visual, and interactive materials proved especially effective in overcoming these barriers, as evidenced by enthusiastic student feedback and high levels of participation at each station.

The workshop also highlighted the importance of early exposure to authentic scientific practices. By simulating the process of scientific discovery—from instrument design to data collection and interpretation—students gained a deeper appreciation for how oceanographers investigate pressing environmental questions.

Data

Our post-workshop survey was a set of questions about what the students had learned throughout the workshop. The students’ responses were varied, so a word cloud was chosen to graphically display repeated words from their answers (Figure 13). A word cloud – an image in which the size of each word reflects its frequency or importance in a set of text data – serves as a qualitative assessment tool by visually capturing the language students used in their post-workshop surveys and highlighting their most frequently mentioned concepts and impressions. The frequency and prominence of words like “iron”, “interesting,” “CTD” and “learning” indicate a positive impact on student engagement and knowledge acquisition. The appearance of specific scientific terms (“cores,” “plankton,” “nutrient,” “glaciers”) suggests that students not only found the workshop engaging but also retained key scientific concepts and terminology to include in this assessment.

Figure 13

Conclusion

The Oceanography Workshop successfully engaged students in the wonders of marine science through a combination of hands-on activities, expert-led instruction, and strong community collaboration. By translating cutting-edge research on iron cycling and ocean processes into accessible, memorable experiences, the workshop inspired curiosity and empowered students to see themselves as future scientists. This initiative serves as a model for how partnerships between universities and K–12 schools can broaden participation in STEM, foster scientific literacy, and nurture the next generation of marine innovators.

Supplementary Files

Lesson Plans

Tangram Research Ship

CTD 3D printed file

Glacier 3D printed File

Glacial Goo Recipe

Ethics and Consent

No personal or identifying information about students is included. All activities were conducted with school and parental approval.

Competing Interests

The authors have no competing interests to declare.