Teachers learn science by doing science at the University of

ArizonaKatrina Mangin*, Richard Thompson*, Margaret Wilch**,

Dave Gori***

*University of Arizona, College of Science

**Tucson High Magnet School

***The Nature Conservancy

Tucson

Three programs I’ll discuss today:

College of Science Evening Lecture Series and Teacher Course

SANITY (Science and Nature in Tandem for Youth) field ecology internship (Tucson High Magnet School)

Galapagos Marine Ecology for Teachers

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Research projectResearch project Question: Is the climate of Tucson Question: Is the climate of Tucson

changing, and if so, why?changing, and if so, why? The goal of this activity is to develop The goal of this activity is to develop

science process skills by designing science process skills by designing an investigation into Tucson climate an investigation into Tucson climate using web resourcesusing web resources

Western Regional Climate Center

Decade Average Min Temp for Tucson 1895-2004

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Ajo Decade Minimum Daily Temperature Averages

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Tucson - urban area

Ajo - rural area

One thing I have done with the info from your class is to get together with my computer lab tech at our school and design a lesson to teach the kids how to use an excel spread sheet.  The only experience that I know of that the kids get (at least at Santa Rita and its feeder schools) is if they take AP chemistry.  We (the tech and I) decided that we need to create a technology curriculum to help guide teachers grades 6-8 so the general kids (not just GATE or AP) get the advantage of spread sheets, brochures (I'm doing this now with 7th graders and Biomes), powerpoint presentations, scientific posters (astronomy) and anything else we can fit in.

The activity of looking for evidence of warming in Arizona was interesting. It would get students working with real data and they would have to develop their own procedures. We teach our students how to create scatter plots in Excel, so this would not be hard to adapt. It is nice because they have to think about what sites to choose to separate generalized warming from urban heat island effect. They must also cope with missing data. They will become familiar with the massive amount of data that is available to scientists and to them. They will then have to consider alternate explanations for the observed patterns. These are all important skills in science and will put them in the driver’s seat, actually doing science instead of just reading about it.

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The ozone hole is a major cause of global warming

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Global warming will facilitate the spread of disease and other pests

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A substantial scientific contingent thinks global warming is part of a natural cycle

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The conclusions presented by scientists are colored by their political agendas

SANITY (Science and Nature in Tandem for Youth)

“This experience of working with teachers andstudents in the field -- especially at the Research Station -- has deeply affectedmy personal view of myself as a scienceteacher.

The connections I was able to develop with my colleagues, and the insight I gained from working along side students as their equalshas had a much greater impact on myenthusiasm and commitment to teaching than any ‘professional development’ I have encountered over the years.”

Gayle Brichert-Albrecht, Science Department Chair,Tucson High, on SANITY, Summer 2006

Galapagos Marine Ecology (ECOL 496O/596O)Katrina Mangin (UA) & Dave Gori (The Nature Conservancy)