2013 gk-12 belize program
DESCRIPTION
2013 GK-12 Belize Program. Rebecca Sanders-DeMott Ryan Keser. Engage firsthand in global change research Develop K-12 curriculum modules for classrooms in both the US and Belize Create partnerships between K-12 teachers and students in Belize and the US - PowerPoint PPT PresentationTRANSCRIPT
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2013GK-12 Belize ProgramRebecca Sanders-DeMottRyan Keser
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Program Goals
1) Engage firsthand in global change research
2) Develop K-12 curriculum modules for classrooms in both the US and Belize
3) Create partnerships between K-12 teachers and students in Belize and the US
4) Afford graduate students opportunity to broaden their research
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Participants
BOSTON Nathan Stewart: BU Researcher Assistant ProfessorRyan Keser: Science Teacher, BrooklineScott Hess: Science Teacher, BrightonMargaret Hendrick: BU Glacier FellowRebecca Sanders-DeMott: BU Glacier Fellow
BELIZE Eden Garcia: UB Biology InstructorCarolyn Williams: UB Faculty, Education Jonelle O’Brien, UB Pre-TeacherLoretta Sorano, UB Pre-Teacher
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Itinerary
Days 1-5: La Milpa Research Center, Rio Bravo Conservation Area
Day 5: Belize Zoo
Day 6-10: Calabash Caye Field Station, Turneffe Atoll near Belize Barrier Reef Reserve
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Experience-Based Curriculum Design Process
• Research Experience • Cultural Experience• Mind Mapping• Backwards Design Process• Curriculum Writing and Editing
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La Milpa EcoLodge and Research Center• Rio Bravo Conservation Area• Semi-deciduous subtropical moist upland forest• La Selva Maya
– includes areas of Guatemala, Mexico, and Belize as the 2nd largest continuous tropical rainforest with 240 tree species
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Research Experience
- Identification of birds, amphibians, herbs, trees, insects- Biomass assessment: Tree height and circumference- Ecological indicators: Old growth and new growth
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Rio Bravo Conservation Area Carbon Sequestration PlotsEstablished in 1996 under the U.S. Initiative on Joint Implementation, in collaboration with the Nature Conservancy, We Energies, and U.S. energy companies as a 40-year project
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Cultural ExperiencesMennonite farming and Belizean food economy
Ancient and modern Mayan civilization and culture
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Calabash Caye Field Station• Belize Barrier Reef - 280 km, 2nd Largest in world• Turneffe Atoll, seagrass beds, mangroves• Habitat for threatened American crocodile, Hawksbill
sea turtle, Antillean manatee and Nassau grouper.
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Research Experience
- Identification of invertebrates, fish- Community survey transects- Ecological indicators: parrot fish and Diadema
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• Research and monitoring– Coral reef, mangrove, seagrass ecosystems– Coral bleaching monitoring– Coral spawning– Monitoring of reef herbivores
• parrotfish and Diadema– Lionfish monitoring– Seagrass Net monitoring
• Inventories and environmental assessments • Biodiversity and environmental monitoring• Restoration and rehabilitation monitoring
Environmental Research Institute Ongoing Research
Boston University establishing long term monitoring sites
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Cultural Experiences
Sustainable conch shell fishing
Garifuna dancing…
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• Environmental issues in Belize– Conservation and Economics• Energy Independence• Food security• Tourism industry
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Mind mapping Connecting the big ideas
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Backward Design Process
Students will explore the role that trees and forests have in global carbon sequestration.
Establish learning goals
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Backward Design Process1. The increase of green house gasses in
the atmosphere is causing climate change, which is changing ecosystems-
2. When in tact, natural carbon storage provides an ecosystem-service that currently tempers climate change, as humans go about their activities.
3. Human activities are significantly affecting land, ocean, and atmosphere and those changes are altering global climate patterns. Human choices have the power to modify the current trajectory of global climate change.
4. Some systems are experiencing change at a more rapid rate than others. Certain species in these systems can be monitored as indicators of change.
Establish learning goals
Identify “Big Ideas”
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Backward Design Process
1. Where is carbon produced (sources) and stored (pool) and how do humans perturb this cycle?
2. How do different ecosystems respond to long-term changes in climate?
3. How do our energy choices impact climate change?
4. Are there choices you, as a global citizen, can make to mitigate human impact on climate?
Establish learning goals
Identify “Big Ideas”
Develop essential questions
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Curriculum Writing and EditingPartner-Teams• Lesson Introduction• Teacher Instructions• Student Worksheets
Group EditingPost-trip Processing
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Program Outcomes
Unit 1: Forest Carbon Sequestration Unit SummaryUnit OutlinePart 1: Measuring UpPart 2: Model MeasuresPart 3: Stand and Deliver
Unit 2: Marine Carbon SequestrationUnit SummaryUnit OutlinePart 1: What’s Going On?Part 2: Who Eats Who?Part 3:Walk the Line.Part 4: Making Sense of Data. Part 5: Make a Model
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Background Information and Teacher Instructions
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Materials and Student Worksheets
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Assessments
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Where are we going?
• Finalize curriculum• Implement in classrooms• Disseminate to broader community (NSTA)• Develop new themes and experiences for new cohorts