-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
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.
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
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
InTeGrate Home pagehttp://serc.carleton.edu/integrate/index.html
Published Modules
Published Modules
Published Modules
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
Module Features – Home page
The Geoscience Literacy Documents
Module Features – Home page
Module Features – Home page
Module Features – Instructor Stories
Module Features – Instructor Stories
Module Features – Instructor Stories
Module Features – Instructor Stories
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
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)
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
If you want…… Try
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
If you want…… Try
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
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
• 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
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
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
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
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
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
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
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
July 16-17, 2015 | University of Colorado, Boulder
Teaching with InTeGrate Materials in a 2YC Environment
http://serc.carleton.edu/earth_rendezvous/2015/index.html
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)
July 16-17, 2015 | University of Colorado, Boulder
Teaching with InTeGrate Materials in a 2YC Environment
http://serc.carleton.edu/earth_rendezvous/2015/index.html
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.