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CYCLES: Teachers Discovering Climate Change from a Native Perspective
 

CYCLES: Teachers Discovering Climate Change from a Native Perspective

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  • An overview of the three main biomes of Minnesota, prior to European settlement. The yellow is tallgrass prairie, the light/olive green is the eastern deciduous forest, and dark green is the northern boreal forest.
  • Idaho concept maps indicated continued confusion and lower climate literacy among some of the teachers participating in the Idaho cohort. Teachers struggling the most only attended the first summer workshop and did not attend the second workshop. Further training and follow up with those instructors is needed.

CYCLES: Teachers Discovering Climate Change from a Native Perspective CYCLES: Teachers Discovering Climate Change from a Native Perspective Presentation Transcript

  • *Three-year teacher professional development program promoting culturally- sensitive approaches for understanding and Summer Workshop teaching about climate change in Native American populations*Partner Schools: Fond du Lac, Cass Lake, Academic Year Follow- Up Red Lake, and White Earth reservation schools Classroom*19 teachers (grades 6-12, science, support and observations technology, culture) C Y C L E S
  • C Y C L E S
  • Cedar Creek Ecosystem Reserve* Day 1: Exploring Abiotic/Biotic Factors in different biomes and connecting climate to shifting biomes* Day 2: Minnesota Climate, Climate and biodiversity* Day 3: Constructing Past Climate Using Local Proxy Data, Tree-ring analysis* Day 4: Ecosystem cycling of nutrients and its role in Global Climate Change* Day 5: Climate change in the classrooms C Y C L E S
  • *Teachers’ Attitudes About Climate Change*Teachers’ Knowledge About Climate Change.*Teachers’ Knowledge of Culturally-relevant Approaches to Climate Change Education in Native Communities.*Impact of Teachers’ Attitudes and Knowledge on Classroom Practices C Y C L E S
  • *Concept Maps – collected throughout the summer workshop
  • * Photo Elicitation Interviews (PEI)
  • *Each proposition was scored using the relational scoring method (McClure & Bell, 1990)*Propositions were aligned with the seven essential climate literacy principles (NOAA, 2009) Proposition Score Proposition Description 1 Misconception or incomplete information, 2 Structurally strong but not reflective of in-depth understanding 3 Structurally strong and shows in-depth understanding of a concept
  • Climate Literacy Principles Number of Average Propositions Score1. Sun is the primary energy source. 18 2.222. Climate is regulated by complex interactions among the 40 1.85components of Earth System.3. Life depends on, is shaped by and affects climate. 17 2.294. Climate varies over space and time through natural and 15 1.87man-made processes.5. Understanding improves through observations, 4 1.5theoretical studies and modeling.6. Human activities impact the climate system 54 2.447. Climate change will have consequences for the Earth 86 2.07system and human lives8. Other 30 1.9
  • Questions: What are greenhouse gases? How do they create the “greenhouse effect”? How is the greenhouse effect related to global warming?* T1: The heat comes in, carbon dioxide, when there’s more carbon dioxide in the atmosphere, the heat bounces off of it more rather than, I’m trying to view the picture they showed us. How it’s bouncing around rather than getting out.
  • * T2: What they do is, when the sunlight passes through the atmosphere it doesn’t actually trap in the molecules, but what it’ll do is cause them to be reflected back towards the earth more than they were before, so it keeps them in the atmosphere longer before they’re released back out into space. So, as the molecules, or the “energy packets” as they were described, from the sun bouncing off the earth’s surface it’s harder for them to get back out into the atmosphere. They may be redirected back towards earth three or four times before they are actually escaping into space.* T2: Okay, so yeah. As the heat molecules are reflected back towards the earth more and more, what they’re doing is providing more heat to the earth before they escape back into the atmosphere.
  • *T3: Well this drawing sort of shows it here. So, short waves—solar radiation—comes into the planet. It’s absorbed by the earth’s surface and then the earth’s surface re-emits long-wave infrared radiation as heat. And then, the more greenhouse gases we have, the greater the percentage of that heat that gets trapped in. So, normally a certain percentage of infrared radiation would just pass out again, out into space, but the more greenhouse gases we have in there, the more they absorb that energy and prevent it from leaving back into space. And then, off the planet.
  • For more information Gillian Roehrig roehr013@umn.edu C Y C L E S