| OBJECTIVES FOR GLOBE in
Alabama TEACHER WORKSHOPS GLOBE in Alabama
promotes quality content and quality instruction in science classrooms.
- The GLOBE Program offers a framework for the use of higher order
thinking skills. Teachers who have received training in a thinking skills approach are
given an immediate direct way to implement these skills. For teachers who have not
received such training, the GLOBE teacher training workshops give an overview and
implementation options for strategies for instruction of thinking skills to students.
- The workshops provide instruction in the basic science concepts
related to the GLOBE Program, as well as instruction in the proper way to take the
scientific measurements. Current ideas and information relating to the environment are
presented to teachers.
- A wide variety of resources which can be used for teaching the
environment at the high school level are provided.
- Alabama schools are working hard to improve students achievement in
science, as measured by several objective means. GLOBE in Alabama workshops are closely
aligned with the relevant standards.
GLOBE PROGRAM CORRELATION TO HIGH
SCHOOL LEVEL
- NATIONAL SCIENCE STANDARDS
- ALABAMA GRADUATION EXIT EXAM
- ALABAMA SCIENCE COURSE OF STUDY
- STANFORD ACHIEVEMENT TEST (9th Ed.) OBJECTIVES*
(The examples show ways in which higher order thinking is
encouraged.)
STANDARD 1: The student will understand concepts dealing with the nature of science.
This standard deals with the use of the basic skills of science, including the use of
graphs and charts, laboratory and measurement equipment, appropriate units of measurement,
etc. It also deals with the use of scientific methodology and reporting, which requires
higher order thinking skills.
The GLOBE Program relies on students acquiring a high level of skill
in the use of scientific equipment and encourages students to use strategies to improve
their level of accuracy in measurement and reporting.
EXAMPLE:
After exploring the concept of molecular expansion and contraction
with a variety of hands-on activities, the students understand the physical concepts
involved in a thermometer. They learn how to read it accurately and how to place it in the
field to derive meaningful readings. In relation to these activities, the students are
asked to use thinking skills to answer questions such as
- "How can your reporting group ensure a highly accurate
temperature reading? Develop a tool to use." A list of measurement criteria might be
developed, requiring a calibration thermometer, corroboration of readings within a margin
of error, etc. This causes the students to consider the quality of their data and to
cooperatively develop strategies for maintaining a high level of data quality.
- "What variables need to be controlled to assure a meaningful
temperature reading?" Students must explore what impacts temperature, what exactly it
is we are trying to measure, and how to develop control of unwanted variables.
- "Look at the temperature data submitted for the last three years
by Kingsburg High School. What anomalies do you see? Do you question the validity of any
of the data? Can you make any hypotheses on the basis of the data? How would you go about
proving the accuracy of those hypotheses?" Questions such as these involve the
students in using the data, which has been collected. This is the heart of the GLOBE
Program. Collecting the data teaches scientific processes, but using the collected data
focuses on the nature of science. In science, answers always lead to new questions.
Therefore science instruction should be learning how to question, not memorizing answers.
STANDARD II: The student will understand concepts dealing with matter.
- Trace the transfer of matter and energy through biological systems.
Studying the global system deeply involves the analysis of energy transfer. Weather is the
transfer of heat around the globe; water systems carry nutrients from one place to
another; various land covers absorb and radiate varying levels of energy. The GLOBE
Program encourages students to use math modeling to help understand what objective data
tell us about these processes.
EXAMPLE:
El Niño is of great interest to scientists and students. Students
use historic data and information about the physics of the effect to predict what will
occur in their study area. There are also predictions from scientists on the GLOBE web
site. When the El Niño is over, the students will compare the actual rainfall in their
area and others with the predictions. Using their understanding of the El Niño process,
students can also look at news reports about the reported effects and evaluate the quality
of the science reporting. This is critical for developing scientifically literate
citizens.
- Relate particle motion to the states of matter. GLOBE measurements
are related to changing states of the earth, air, and water. Students analyze the data to
see how elements relate, what impacts change, and how these changes effect humans.
EXAMPLE:
"What is the relationship between amount of snowfall and spring
river levels in the area surrounding the Rocky Mountains?" Students must determine
what data is pertinent, investigate resources to understand the physics of snow and water,
clearly define the question, develop a research design, gather data, use mathematics to
compare data and communicate those relationships, and determine a defensible conclusion.
- Identify how factors affect rates of physical and chemical changes.
GLOBE is all about measuring changes of all kinds. Making deductions and inferences about
the causes of those changes is at the heart of the program.
EXAMPLE:
"The level of dissolved oxygen in this creek has steadily decreased over the last
three years. What could be the causes for this? Is it detrimental to life in or around the
creek? If so, what needs to be done to improve the oxygen content of the creek
water?"
STANDARD III: The student will understand concepts of diversity of life.
1. Distinguish among the taxonomic groups by major characteristics.
2. Differentiate structures, functions, and characteristics of
plants and animals. Each GLOBE school defines a study site to observe over time. One
protocol requires the identification of tree species on the study site, using a
dichotomous key. Land cover sites are classified using the UN land cover classification
method. Observation and classification are very important aspects of the GLOBE Program.
STANDARD VI: The student will understand concepts of interdependence.
1. Demonstrate an understanding of factors that affect the dynamic
equilibrium of populations and ecosystems.
The purpose in taking GLOBE measurements is to add to our
understanding of the global environment. Scientists and students want to better
understanding how all of the elements of the ecosystem work together - what causes
imbalance and how balance is restored and/or maintained.
EXAMPLE
"There are certain species of animals which are directly
impacted by weather/climate conditions. Studying those indicator species can be an
indirect measurement of weather/climate conditions. What species in Alabama would be good
indicator species to mark the onset of spring? Be able to defend your choice. If that
species appeared earlier each year for five years, what might it mean?"
STANDARD VII: The student will understand concepts of energy.
- Relate the Law of Conservation of Energy to energy transformations.
Students receive a global perspective on the movement of heat by precipitation, wind, and
ocean currents.
EXAMPLE:
"Compare the distribution of heat in the Pacific Ocean in El
Niño and El Viejo years. Then try to explain how this effects wind currents, and
consequently precipitation."
- Relate waves to the transfer of energy. The study of light
wavelengths is essential in understanding remote sensing. GLOBE uses remote sensing as a
tool for observing the Earth
EXAMPLE:
Use a remote image of your school study area to determine land cover
classification." This involves using prior knowledge of the area, an understanding of
what the reflectance mean and logical analysis of what they observe. An additional part of
this activity is to use ground truthing to verify the accuracy of their observations based
on the remote image. An excellent strategy, using mathematics, is used in this accuracy
assessment activity.
STANDARD VIII: The student will understand concepts of force and motion.
- Relate Newton’s three laws of motion to real world applications.
Students are always fascinated to learn that weather is controlled by Newton’s Laws
of Motion. This is a perfect real-world application of physical laws.
EXAMPLE:
Students relate Newton’s Laws of Motion to wind patterns on the
globe.
- Relate force to pressure in fluids. The atmosphere acts as a fluid
and the Earth is a closed system. Force and pressure are very relevant to the study of the
environment
EXAMPLE:
Students research the relationship between El Niño and the change
in location of high and low pressure areas.
*The pamphlet entitled "Standards, Objectives, and Eligible
Content for Science for the Alabama High School Graduation Exam," prepared by the
Alabama State Department of Education, was used as a basis for this correlation.
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