Computer Science – Learning
Scientific paper
Dec 2010
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010agufmed43a0666p&link_type=abstract
American Geophysical Union, Fall Meeting 2010, abstract #ED43A-0666
Computer Science
Learning
[0805] Education / Elementary And Secondary Education, [0820] Education / Curriculum And Laboratory Design, [0825] Education / Teaching Methods, [0830] Education / Teacher Training
Scientific paper
The inclusion of global climate change education in California public high schools is constrained by several factors, including the planning time needed to effectively correlate state content standards to the multidisciplinary science of climate change, the lack of time in the curriculum, and budget constraints that limit resources for teachers. Recent efforts by the NASA LIFT-OFF program to support classroom teachers in the development of inquiry-based curricular materials have helped to alleviate many of these burdens. NASA LIFT-OFF is funded by a grant to the Alameda County Office of Education and involves a partnership between the Alameda, Santa Clara, and Los Angeles county offices of education and science faculty at California State University (CSU) East Bay, San Jose State University (SJSU), and Cal Poly Pomona. LIFT-OFF goals are to improve high school science teachers’ content knowledge through interactions with scientists from the CSU campuses, NASA, and the SETI Institute and to enhance their ability to plan and implement high-quality science inquiry in their classrooms. LIFT-OFF teachers at the three CSU campuses are developing instructional cases that use NASA resources and research-based pedagogical practices to explore engaging real-world questions. We participated in SJSU’s 2010 LIFT-OFF summer institute and worked as a team to develop a 12-day unit for high school students that focuses on the science behind global climate change. In addition to delivering science content, the unit engages students in critical thinking and evaluation. Students generate, access and interpret data, and use the knowledge gained to make small lifestyle changes that aid in the reduction of their greenhouse gas emissions. Not only does this unit of study empower students to make science-based decisions, it also incorporates diverse learning strategies, such as the use of visuals aids, language acquisition techniques to improve literacy, formative assessments and daily hands-on demonstrations and lab activities. Our unit begins with an introduction to greenhouse gases and the greenhouse effect. It progresses with several lessons focused on the carbon cycle and its role in global climate, including the anthropogenic contribution to atmospheric carbon. This unit includes a longitudinal analysis of atmospheric CO2 concentrations, how they have changed over time and one method for studying historical levels (ice cores). Earth’s CO2 levels are then compared to that of our celestial neighbors, Mars and Venus. Students will use this data to make predictions about the nature of life on Earth given higher CO2 levels. We present lessons meant to give students time to reflect upon their daily lives and find small ways to help reduce their carbon footprint. They will be presented with information on alternative forms of energy and be given a summative assessment. Once refined, this and all NASA LIFT-OFF instructional cases will made available online for use by any interested teacher. For more information go to http://nasaliftoff.merlot.org/.
Burrell S.
Chidester C.
Metzger Ellen P.
Pruett L. E.
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