Engaging Students in Sustainability Issues: Investigative Cases, Tools and Data

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Engaging Students in Sustainability Issues: Investigative Cases, Tools and Data. Margaret Waterman, Ph.D . Southeast Missouri State University. IUBS Symposium, Education for Sustainability Washington, D.C. May 13, 2007. Agenda. Engaging Diverse Learners with Cases - PowerPoint PPT Presentation

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<ul><li><p>Engaging Students in Sustainability Issues: Investigative Cases, Tools and DataMargaret Waterman, Ph.D.Southeast Missouri State UniversityIUBS Symposium, Education for SustainabilityWashington, D.C. May 13, 2007</p></li><li><p>AgendaEngaging Diverse Learners with Cases </p><p>Choosing Resources &amp; Tools and Data: Local and Global</p><p>Structuring Assessment through Student Products </p></li><li><p>Whats for Lunch?At the University of Minnesota lunchroom Yuki had just ordered fresh orange juice and an organic sushi plate. Now it was Elises turn. Cheeseburger and milk, please, Elise told the waiter. How can you eat that? Yuki asked when the waiter had gone. It costs so much.What do you mean? Its only $2.95 on special. And Ive earned it after all my workouts at the gym.Thats not what Im talking about, Yuki said. </p></li><li><p>Yuki pulled out a magazine and showed Elise this page. </p></li><li><p>What do you think this mini case is about?</p><p>What do you already know that relates to this case?What do you need to know to understand the case? CASE ANALYSIS: What specific questions do you have about these topics? With your group, list what you already know that is related to the case. List questions you would like to learn more about in the Need to Know side of the chart. </p><p>What Do I Think I Know?What Do I Need to Know?.</p></li><li><p>FootprintsIm glad I dont live on a 200 acre farm like you, Sam! teased Sue as the two friends hurried into their Biology class.</p><p>Why? asked Sam, Werent you just complaining about living in your parents downtown condo?</p><p>Well, thats true, Sue admitted, But I was thinking about todays class assignment on sustainability. I bet you have the biggest footprint in the whole class.</p><p>Much to Sues surprise, Sam didnt look all that concerned. He held out his hand and replied confidently, Ill take that bet!</p></li><li><p>Online Tools: a global resource used locallyhttp://www.earthday.net/footprint/index.asp </p></li><li><p>Questions from Footprint QuizFood: amount of meat, how much food is localGoods: how much waste is producedShelter: size of home, number of people, availability of water and electricityMobility: kinds of transportation, car pooling, air time, fuel efficiency</p></li><li><p>The ResultsSue Sam</p></li><li><p>AgendaEngaging Diverse Learners with Cases </p><p>Choosing Resources &amp; Tools and Data: Local and Global</p><p>Structuring Assessment through Student Products </p></li><li><p>Model http://wri_co2comm_2002_business_travel_protected</p></li><li><p>Online Resource with Local Interesthttp://www.rst2.edu/njheps/sustainablecommunitiesquest/task.htm </p></li><li><p>Global Data and Visual ResourceCO2 accounts for 77% of greenhouse gas emissions globallyhttp://pdf.wri.org/navigating_numbers.pdf Navigating the Numbers: Greenhouse Gas Data and International Climate Policy</p></li><li><p>http://pdf.wri.org/navigating_numbers.pdf World Resources Institute, 2005, Navigating the Numbers, pp. 4,5Global Data and Visual Resource</p></li><li><p>Global Data: Agriculture and GHGhttp://pdf.wri.org/navigating_numbers.pdf Navigating the Numbers: Greenhouse Gas Data and International Climate Policy</p></li><li><p>Global Data Resource:One Policy for All?http://pdf.wri.org/navigating_numbers.pdf Navigating the Numbers: Greenhouse Gas Data and International Climate Policy</p></li><li><p>Sources of GHG by Level of Economic Developmenthttp://pdf.wri.org/navigating_numbers.pdf Navigating the Numbers: Greenhouse Gas Data and International Climate PolicyGlobal Data Resource: One Policy for All?</p></li><li><p>Datahttp://www.lternet.edu/news/Article117.html Long Term Ecological Research Network</p></li><li><p>Data Set of Monthly [CO2]Mauna Loa Observatory 19761986http://www.itl.nist.gov/div898/handbook/pmc/section4/pmc4411.htm</p></li><li><p>http://www.esrl.noaa.gov/gmd/ccgg/carbontracker/Interactive Data Source</p></li><li><p>Visual Data http://www.esrl.noaa.gov/gmd/ccgg/carbontracker/maps.php?type=glb&amp;prod=columnsNOAA Carbon Tracker</p></li><li><p>AgendaEngaging Diverse Learners with Cases </p><p>Choosing Resources &amp; Tools and Data: Local and Global</p><p>Structuring Assessment through Student Products </p></li><li><p>Assessing LearningHave students develop products that result from problem collaborative problem solving: The Know/ Need to Know Case AnalysisA brochure for a local middle school on ecological footprintsPoster for the cafeteria wall on carbon footprints of various foodsA website on the factors to consider in purchasing automobiles with lowest carbon footprints.</p></li><li><p>Exam Questions: Use ResultsSue Sam</p><p>Explain Sams smaller footprint using two factors that affect carbon usage.</p></li><li><p>Investigative Case Based LearningICBL blends two established methods: cases and scientific inquiry The cases provide a context for learning. Students engage in investigations related to the case. This includes lab, field, and computer activities.</p><p>Instruction is organized around the BioQUEST 3Ps.</p></li><li><p>The BioQUEST 3Ps</p><p>The BioQUEST philosophy is based on the activities of practicing scientists.Problem posingProblem solvingPeer persuasion</p><p>http://bioquest.org </p></li><li><p>Key Questions for Planning to Teach with a CaseWhat is something related to the case that students could investigate? What resource might be useful in a student investigation ? What kinds of products could students produce related to this case?</p></li><li><p>Investigative Case Resource: http://bioquest.org/icbl </p></li><li><p>Lana McNeil Northwest Campus College of Rural AlaskaICBL Case Module</p></li><li><p>Learn More about Caseshttp://www.massachusetts.edu/chautauqua/courses.cfm?course_id=117&amp;mode=detail </p></li><li><p>Dr. Ethel Stanley, Director of BioQUEST, Beloit College</p><p>Funding:</p><p> http://bioquest.org/icbl Collaboration and FundingEngaging People in Cyberinfrastructure</p></li><li><p>Thank You!!</p><p>mwaterman@semo.edu</p></li></ul>