using integrate in the 2yc classroom slides

-Webinar-

Hands-on, data-rich, and socially relevant geoscience activities for 2YC classrooms: An

introduction to InTeGrate modules

Friday, Feb. 13, 20159-10 AM (PST) | 10-11 AM (MST) | 11 AM-12 PM (CST) | 12-1 PM (EST)

Convener: Elizabeth Nagy-Shadman (Pasadena City College)Presenters: Joy Branlund (Southwestern Illinois College)

Becca Walker (Mt. San Antonio College)This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human

Resources (EHR) and Geociences (GEO) under grant DUE - 1125331.Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not

necessarily reflect the views of the National Science Foundation.

Elizabeth Nagy-ShadmanPasadena City College

Molly KentScience Education Resource

Center (SERC) at Carleton College

Becca WalkerMt. San Antonio College

Joy BranlundSouthwestern Illinois College

• Introduce the 2YC community to InTeGratemodules

Webinar Goals

• Describe additional opportunities related to using InTeGrate materials in your classroom

• Address concerns related to using new materials in 2YC classroom

• Hear directly from module authors about their classroom experiences and allow participants to ask questions

1. What is InTeGrate and how were the modules developed?2. Overview of modules 3. MODULE: Climate of Change: Interactions and Feedbacks between Water, Air, and Ice4. MODULE: Human’s Dependence on Earth’s Mineral Resources5. Questions from Participants6. Upcoming opportunities

Webinar Outline

A five-year community effort to improve geoscience literacy and build

a workforce prepared to tackle environmental and resource issues

http://serc.carleton.edu/integrate

What is InTeGrate?

2012-2016InTeGrate Leadership team, March 2013

• InTeGrate materials were designed and tested by your peers — faculty and instructors at diverse institutions across the country.

• Each “2-3 week module” was created, tested, and refined over a 2-year time period by a team of three authors.

InTeGrate Materials

Teams work together to create new InTeGrate teaching materials at an

InTeGrate authors meeting.

• Materials were designed to be adaptable to a wide variety of classrooms and settings: • community college• large research institution• online• in a large lecture hall• small seminar

• Activities focus on engaging students in hands-on learning.

InTeGrate MaterialsStudents in jigsaw group.

Students doing a

gallery walk.


Webinar Outline

InTeGrate Modules

• Climate of Change: Interactions and Feedbacks between Water, Air and Ice

• Natural Hazards and Risks: Hurricanes• Exploring Geoscience Methods • Humans' Dependence on Earth's Mineral Resources• A Growing Concern: Sustaining Soil Resources through

Local Decision Making• Map Your Hazards! – Assessing Hazards, Vulnerability

and Risk• Interactions between Water, Earth's Surface, and

Human Activity

Well-designed, high quality materials

Natural Hazards and Risks: Hurricanes

A Growing Concern: Sustaining Soil Resources through Local Decision Making

Interactions between Water, Earth's Surface, and Human Activity

Map Your Hazards! – Assessing

Hazards, Vulnerability and

Risk

Upcoming InTeGrateModules

• Carbon, Climate, and Energy Resources• Changing Biosphere• Environmental Justice and Freshwater Resources• Global Energy and the Atmosphere• Gateway to Renewable Energy and Environmental

Sustainability (GREENS)• Mapping the Environment with Sensory Perception• Water Sustainability in Cities• Food Security Module• Coastal Processes Hazards and Society• Ocean Sustainability

InTeGrate Home pagehttp://serc.carleton.edu/integrate/index.html

Published Modules

Module Features – Home page

The Geoscience Literacy Documents

Module Features – Home page

Module Features – Instructor Stories


Webinar Outline

Climate of Change: Interactions and Feedbacks Between Air, Water, and Ice

Authors: Cynthia Fadem, Earlham College (liberal arts) Cindy Shellito, University of Northern Colorado Becca Walker, Mt. San Antonio College (2YC)

([email protected])

Developed and tested May 2012-May 2013; published June 2014

Module goal: Analyze climate data and evaluate how interactions between climate system components lead to climate variability that impacts human societies.

Module organization• Unit 1: Forecasting climate variability and change: a

matter of survival• Unit 2: Deciphering short-term climate variability• Unit 3: Anomalous behavior• Unit 4: Slow and steady?• Unit 5: Systems@play• Unit 6: Adapting to a changing world

Each unit includes instructor materials, teaching tips, student readings, and study guides

If you want…… Try

Students out of their chairs Unit 1 and Unit 6gallery walks

Unit 1: how did indigenous people adapt (or not adapt!) to climate fluctuations?

Left: Mayan ruins in Tulum, Mexico. Right: Andean harvest and planting timeline


Students working qualitatively Unit 4.1 (Greenland)with data sets Units 2 and 3 (ENSO,

NAO)SST and

wind

air pressure

precipitation rearrange groups

Students characterize

phases of ENSO

NOAA TAO/Triton array

SST and wind data for Jan 1998

SST and wind anomaly data for Jan 1998

The importance of prep exercises

• geography• SST• isotherms• vectors• mean vs. anomaly

NOAA TAO/Triton array

I found that short preparation assignments made implementation in the classroom more efficient and improved group dynamics.

Byrd Polar Research Center

Unit 4.1: Greenland ice sheet albedo at different elevations


Quantitative exercises Unit 4.2 (Greenland)

Unit 5.2 (greenhouse gases)

Unit 4.2: Surface area change for Greenland marine terminating outlet glaciers

Data from MODIS studies of Greenland, Byrd Polar Research Center

If you want…… TryDebate and brainstorming Unit 5.1 (climate

modeling game)

Students play different roles in the climate system.

How do these roles respond to various changes in the climate system?

Critical skills and concepts for module success:

Feedbacks and uncertainty Infused throughout but imperative for climate

modeling game

Anomalies ENSO: SST, wind, precipitation, pressure anomalies Greenland albedo anomalies

Calculating rates of change and making predictions Greenland glacier surface area changes changes in greenhouse gas concentration

Suggestions for group activities Size considerations

Gallery walks worked best with 3-4 students per group Students wanted their own copies of all handouts to archive

their work Materials considerations

Be aware that some units require color data sets Assessment considerations

Report-outs after gallery walks were useful I tended to use formative and summative assessment

questions but didn’t collect much in-class work


Webinar Outline

• Replaces rock and mineral section of a course

•Wanted to include real data and real examples, using various mineral resources and geographies

•Wanted to incorporate as much active, group learning as possible

• Best when students complete readings outside of class, so almost all class time can be used on activities (minimal lecture)

Humans’ Dependence on Earth’s Mineral Resources

All reading assignments, some PPTS, other examples and resources

• Materials (rocks, minerals, products, muffins) needed for Units 1 & 3 – other (material-free) options offered.

• Mineral/rock specimens could be helpful in other units.

• Color copies or projected images needed for Units 1 & 3.

(somewhat) Flexible delivery: group activities can be done

individually (e.g. by online students), and instructions are provided to

do some as interactive lecture/ whole-class discussion.

Student pairs match minerals with products

Interactive lecture used to discuss link

between development and

resource use

For example: Unit 1

Group activities have similar format for all units. They are provided

in Word format to allow instructors to make changes to better match

their own course objectives.

For example: Unit 3

For example: Unit 4

Example of concept mapping, from Unit 4, Mining salt.

Concept maps used throughout (and instructor information provided

about concept maps)First introduction to concept maps

in module – Unit 1

Concept maps used throughout (and instructor information provided

about concept maps)

Concept map used in Unit 2, highlighted to show that REE

magnets were developed (and replaced the common cobalt

magnets) because cobalt prices spiked when wars in Congo

limited cobalt mining.

Units fit together, but also stand alone

Unit 2 activity about mineral resources in rechargeable batteries Material

provided to help

instructor link this to

Unit 3 (mining)

Cobalt mining at Blackbird Mine, Idaho (above) linked to disappearance of salmon in Panther Creek

Unit 6 jigsaw

Global supply

and demand

Mining (water

pollution, land use)

Fertilizer and the P

cycle

Politics (Western Sahara,

imports)

In second group, pick a plan to change P use and determine benefits and losses to stakeholders

In first group, investigate one aspect of phosphorus mining/use.

rearrange groups

Humans’ Dependence on Earth’s Mineral Resources


Webinar Outline

UPCOMING OPPORTUNITIES

• July 13-17, 2015 - Earth Educators’ Rendezvous

• March 2015 - Webinar #2 – Scale-up from classroom to program level with InTeGrate at 2YCs

• March 2015 – Apply to collaborate in classroom research using InTeGrate modules; notification by mid-April 2015





InTeGrate Implementation Programs

• Go to InTeGrate home page• Click on “Learn more about InTeGrate”• Click on “Implementation Programs” on left-hand menu

July 13-17, 2015 | University of Colorado, Boulder

Earth Educators’ Rendezvous 2015

http://serc.carleton.edu/earth_rendezvous/2015/index.html

• Brings together researchers and practitioners working in all aspects of undergraduate Earth education

• Program consists of workshops, oral and poster sessions, plenary talks, and working groups

• AM workshop (July 16, 17): Teaching with InTeGrate Materials in a 2YC Environment


Teaching with InTeGrate Materials in a 2YC Environment


SOLVES concerns such as: • TIME (to learn about modules and fit them into YOUR course),• EFFORT (you will be there and have no choice),• INVOLVE A COLLEAGUE ($20/day discount if 2 or more people

attend from one institution)• INSTITUTIONAL BUY-IN (co-leader is a College Dean)


Teaching with InTeGrate Materials in a 2YC Environment


COST: • Integrate Travel Stipends up to $500. Deadline: March 31.

Notification: April 10.• Early registration deadline: April 13.• $100 discount for NAGT members.• $20/day discount if 2 or more people attend from one

institution

-Webinar-

Introduction to InTeGrate Modules:Hands-on, data-rich, and socially relevant geoscience activities for 2YC classrooms

Friday, Feb. 13, 20159-10 AM (PST), 10-11 AM (MST), 11 AM-12 PM (CST), 12-1 PM (EST)

Convener: Elizabeth Nagy-Shadman (Pasadena City College)Presenters: Joy Brunland (Southwestern Illinois College)

Becca Walker (Mt. San Antonio College)This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human

Resources (EHR) and Geociences (GEO) under grant DUE - 1125331.Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not

necessarily reflect the views of the National Science Foundation.

using integrate in the 2yc classroom slides

Documents

module authors

new materials

overview of modules

teaching materials

materials teams

week module

yc community

geoscience literacy