using dlese to improve delivery in geoscience education holly devaul and mary marlino dlese program...
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Using DLESE to Improve Delivery in Geoscience
Education
Holly Devaul and Mary Marlino
DLESE Program Center
Digital Library for Earth System Education
• http://www.dlese.org• Supported by the National Science
Foundation• The geoscience member library of the
National Science Digital Library
• A collaborative effort to provide support and leadership in addressing the national reform agenda for science education, scientific literacy, and scientific discovery
• Supports a broad audience of educators and learners: K-12, university, informal education, the public
• Improve the quality and efficiency of teaching and
learning about the Earth system
www.dlese.org
What does DLESE offer?
• Free access to learning resources about the Earth System
Lesson plans, computer and lab activities, data visualizations, instructor guides, virtual field trips…
Themed collections about a specific topic
Reviewed collections
• Community connections
• Professional development
• Opportunities to contribute reviews, tips, provide feedback
• News and Opportunities
2003 Annual Meeting
First Teaching Box workshop, June 04
What does DLESE offer?
Searching in DLESE
Keyword, grade level and resource type
High school
Datasets-
In-situ or
Remotely sensed
Keyword : ozone
• Plan to expand to more detailed national standards and map to state standards
• A growing number of resources are cataloged to standards
Search by educational standards
Tools for evaluating resource quality and providing feedback
Moving beyond resource discovery
• Support for resource selection, use and sequencing
• Weaving resources together to develop an overall Earth systems approach to teaching and learning
• Provide guidance for use, but with customization capability to modify for specific learning environments
• A collaborative project to create classroom ready instructional units using DLESE resources• Teams of teachers, science advisors, interface designers, facilitators
• What’s in a teaching box?• How to translate to electronic?• Topics (so far)• Evidence for Plate Tectonics• Dynamic Weather
On-line Teaching Boxes
Overview of box
Introductory activity
Fossil distribution
Earthquakes
Volcanoes
Sea-floor spreading
Culminating activity
Overview of the Plate Tectonics Box
What is “Exploring the Evidence for Plate Tectonics”?
This is an organized set of on-line resources and supporting materials that help teach students to find the evidence for plate tectonics. It is meant to provide an inquiry-based exploration of each of four lines of evidence:
•fossil distribution•the location, depth, and type of earthquakes•location and types of volcanoes•sea-floor spreading
Lessons are organized into teachable units for each of these topics.
In addition, we have provided an introductory activity to engage the students and to provide a segue into the theory first proposed by Alfred Wegener. At the end of this unit on Exploring the Evidence for Plate Tectonics, students will have constructed an understanding of the four lines of evidence. An optional culminating activity, In Support of Wegner, is included that can be used as assessment of this understanding. As an understanding of latitude and longitude is essential for several of the activities, an optional teaching unit on this topic is also included.
Appropriate for: Middle school, grades 6-8
Time to complete: The introduction, all four topics, and the culminating activity can be covered in as few as 18 class periods and could be expanded to as many as 28 class periods. Several pathways are offered within each topic area, so that teachers can select a suite of lessons that best suits their classrooms.
Plate Tectonics Box:Volcanoes as Evidence
What’s this Teaching Box | Concepts | List of lessons | Prerequisites | Procedure What’s this Teaching Box | Concepts | List of lessons | Prerequisites | Procedure
Overview of box
Introductory activity
Fossil distribution
Earthquakes
Volcanoes
Sea-floor spreading
Culminating activity
Overview of the Plate Tectonics Box
Preparatory Lesson•Latitude and Longitude •Finding yourself in the classroom
Introductory Activity: Testing the fit
Fossil Distribution as Evidence for Plate Tectonics•Fossils Provide Evidence of Past Life•Dating of Fossils•Fossils of Evidence of Past Environments•Fossil Distribution as Evidence for Plate Tectonics: Tying it all together
Earthquakes as Evidence for Plate Tectonic•Plotting Earthquakes from Real-time Data•Fault Types and Plate Boundaries•How deep is the earthquake?•Earthquakes as Evidence:Tying it all together
Volcanoes as Evidence for Plate Tectonics•Volcanoes Around the World•Volcanoes of Volcano Types and Plate Boundary Types•Volcanoes as Evidence: Tying it all together
Sea-floor Spreading as Evidence for Plate Tectonics•The Earth’s Magnetic Field as Evidence for Plate Tectonics•Sea-floor Spreading as Evidence for Plate Tectonics
Culminating activity: •In Support of Wegener
Plate Tectonics Box:Volcanoes as Evidence
What’s a Teaching Box | Concepts | List of lessons | Prerequisites | Procedure What’s a Teaching Box | Concepts | List of lessons | Prerequisites | Procedure
Volcanoes: Teaching sequencePlate Tectonics Box:Volcanoes as Evidence
Overview of box
Introductory activity
Fossil distribution
Earthquakes
Volcanoes
IntroductionConcepts/standardsTeaching sequenceResources
Sea-floor spreading
Culminating activity
There are three lessons in this sequence:
1. Locating Volcanoes Around the World is composed of two activities, which together will take between two and three class periods. 2. Correlation of Volcano Types and Plate Boundaries is composed of four activities, which together will take between four and five class periods. 3. Volcanoes as Evidence: Tying it all Together? is the culminating lesson composed of a single activity that will take two class periods. Students should be able to plot locations given a whole number latitude and longitude. [See Lesson Latitudes and Longitudes] Students should have general knowledge of the structure of the earth, earthquakes, and volcanoes prior to beginning this topic. Students should know the layers of the earth and their composition. Students should know that earthquakes result in movement of landmasses (of varying scale) moving past one another. Types of faults are defined by the direction of movement of the land relative to one another. Additionally, students should know the types of volcanoes, the difference between lava and magma, and the types of eruptions (i.e., explosive vs. non-explosive) that may occur.
Questions to initiate cognitive engagement and active learning: What are some volcanoes that you know and where are they? Possibly do a volcano slide show that highlights stratovolcanoes (composite volcanoes) and shield volcanoes; other volcano slides could be included as just a way of reviewing / re-engaging students in volcanoes. Following are two sites where the teacher may gather images for a PowerPoint slide show: Images of Volcanoes (By Region) http://volcano.und.nodak.edu/vwdocs/volc_images/volc_images.html
Getting started | Lesson 1 | Lesson 2 | Lesson 3 Getting started | Lesson 1 | Lesson 2 | Lesson 3
Activities | Labs | Demos | Tutorials | Assessments & Rubrics | Lessons Activities | Labs | Demos | Tutorials | Assessments & Rubrics | Lessons
Concepts Technical requirements Full description
Volcanoes: Resources for the classroom
Discover Our Earth, Volcanoes Exercise: http://atlas.geo.cornell.edu/education/student/volcanoes/volcano_1.html A mapping tool. Part of an earth system educational web site that encourages learning for all ages.
Snack Tectonicshttp://www.windows.ucar.edu/tour/link=/teacher_resources/teach_snacktectonics.htmlFrom the teacher resources area of Windows to the Universe. Students create a tasty model that illustrates plate tectonic motions.
Blank World Maphttp://swiki.dlese.org/CA-Pilot/uploads/BlankWorldMap.pdfSmall 8.5 x 11” maps.Good for individual student use.
Volcanoes: Can We Predict Volcanic Eruptions? http://www.learner.org/exhibits/volcanoes/dynearth.htmlInformation about why volcanoes erupt in different ways and about separating plates, colliding plates, and hot spots.
Concepts Technical requirements Full description Use in teaching sequence
Overview of box
Introductory activity
Fossil distribution
Earthquakes
Volcanoes
IntroductionConcepts/standardsTeaching sequenceResources
Background infoFor the classroom
Sea-floor spreading
Culminating activity
Plate Tectonics Box:Volcanoes as Evidence
Concepts Technical requirements Full description Use in teaching sequence
Concepts Technical requirements Full description Use in teaching sequence
Concepts Technical requirements Full description Use in teaching sequence
Volcanoes: Concepts and standards
The locations and types of volcanoes provide evidence
for plate tectonics
Stratovolcanoes (Booming volcanoes) occur at subduction boundaries because the magma originates from the melted crust
Shield volcanoes (Fizzling volcanoes) occur at spreading
centers because the magma comes directly from the mantle
There is more than one type of volcano
Most volcanoes are located along plate boundaries
Volcanoes only occur in certain locations
Types of volcanoes can be identified by both shape and rock composition
National standards | Associated resources | Placement in teaching sequence
NSES: 5-8: D - Earth and space science: Structure of the earth systemLithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements
in the mantle. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions.
State Standards 6th Grade Earth Science: California Science Content Standards, Grade 6Focus on Earth Science - Plate Tectonics and Earth’s StructureInvestigation and Experimentation7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Develop a hypothesis. b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
Plate Tectonics Box:Volcanoes as Evidence
Overview of box
Introductory activity
Fossil distribution
Earthquakes
Volcanoes
IntroductionConcepts/standardsTeaching sequenceResources
Sea-floor spreading
Culminating activity
Next steps• Continue interface design, translating to web-
based, interactive (customizable) environment• Classroom testing of the teaching boxes by
teachers and students• initial feedback by students has been very positive
• Usability studies of overall product - teacher involvement critical• CSTA meeting workshop with 60 teacher
participants, many volunteered• Iterative design process, working prototype
planned for January 2005
• New topics!
• Submit teaching tips or reviews for the resources you use
• Suggest new resources for the library
• Attend an annual meeting
• Participate in user testing of new library services
Opportunities to get involved