CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
Climate literacy-ams annual v1
1. Increasing Climate Literacy
Frank Niepold
NOAA Climate Program Office
Climate Education Coordinator
Frank.niepold@noaa.gov
Climate.gov
January 6, 2013
1
2. NOAA’s Next Generation Strategic PlanLong-Term
Goal: Climate Adaptation and Mitigation:
An informed society anticipating and responding to
climate and its impacts
Within this goal, NOAA will pursue specific objectives that over the next five
years:
Objective: A climate-literate public that understands its vulnerabilities to a
changing climate and makes informed decisions
Over the next five years, evidence of progress toward this objective will include:
- Key segments of society understand climate risks and use that knowledge to
increase resilience to likely climate impacts;
- Consumers of climate information understand climate uncertainty and utilize
this knowledge in their decision-making processes; and
- Educators and other outreach professionals increase their use of climate
science resources.
3. Climate Literacy is…
• …a continuum of competency and is an ongoing process.
Target Audiences
Literacy
Progression
Climate
science
INFORMED engaged
DECISION MAKING
Climate science attentive
KNOWLEDGE
Climate science interested
AWARENESS
Uninterested and/or unaware
4. Climate Literacy development
NOAA's Climate Program Office Education
and Outreach program are developing the
climate literacy essential principles as part of
NOAA's environmental literacy priority through
a partnership with NOAA's Office of
Education, outside agencies and numerous
organizations.
The Climate Science Literacy Guide serves
as a framework for understanding and
communicating about climate science.
The ideas outlined in the guide represent
the knowledge that is deemed important for
citizens to know and understand about
Earth’s climate.
The guide aims to promote greater Climate
Science Literacy among the public by
providing this list of climate principles and
concepts.
Current Federal Partners: NOAA, EPA, NSF and US Forest
Service
5. Climate Science Literacy is…
…an understanding of your influence on climate
and climate’s influence on you and society.
A climate literate person:
•understands the essential principles of Earth’s climate system,
• knows how to assess scientifically credible information about
climate,
•communicates about climate and climate change in a meaningful
way, and
• is able to make informed and responsible decisions with regard to
actions that may affect climate.
8. What are current
materials trying to
teach students about
climate change?
8
9. Role of a Boundary Framework: Climate
and Energy Literacy documents?
– Pressing need to infuse
climate and energy
literacy into schools and 2008/2009
other educational
contexts to prepare
society and future 2010
workforce to addresses
the environmental issues
and challenges of the 2011
future.
2012
10. Role of a Boundary Framework:
Climate Literacy document?
The framework was built off the foundation of the AAAS Project 2061
Benchmarks and Atlas for Science Literacy
The Climate Literacy framework established the goal for individuals
and communities to have an ability “to make informed and responsible
decisions with regard to actions that may affect climate.”
This goal will require a more comprehensive focus and integrative
approach than most climate educational resources, programs,
textbooks or curricula now address due to the fragmentation and lack
of prioritization of the climate topic in current educational systems.
This framework has begun to inform the development of climate
educational materials and resources, national and state standards, and
professional development materials and programs. 10
11. Landscape Analysis of the Quality of
Climate Materials?
• CLEAN is completing the analysis by aligning, collecting
and annotating 500 excellent digital teaching resources
addressing climate science or energy (of 10’s of thousands
of resources)
• Resources scientifically and pedagogically reviewed
• Resources annotated reflecting reviewer comments
• Resources aligned with
• National Science Education Standards
• AAAS Project 2061Benchmarks for Science Literacy
• NAAEE Excellence in Environmental Education
Guidelines for Learning
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12. What is an excellent activity?
Scientific Accuracy
• Is the source authoritative and trust-worthy?
• Is the science accurate and current?
• Are there proper citations or references?
Alignment with Climate and Energy Concepts
• Are the learning activities or useful bits at a reasonable level of granularity
relative to key climate and energy concepts?
Pedagogy
• Is there pedagogical scaffolding or “teaching tips”?
• If not, will educators be able to easily develop their own strategies to engage
learners with this resource?
Ease of Use
• Is the resource easily accessible online?
• If other materials or software is required, can it be easily and inexpensively
accessed by educators or learners?
For a complete list of the CLEAN Review Criteria, refer to http://cleanet.org/clean/about/review.html 12
14. CLEAN Review Criteria
Learning Visualization Video Short
Activity Demo/
Experiment
Learning Visualization Video Short Demo/
Activity Experiment
Scientific Accuracy 7 5 6 6
(eg. attribution, scientific process, question questions questions questions
scientific validity, orginal data sources, s
valid concepts, misconceptions,
avoiding bias, references)
Pedagogic Effectiveness 10 6 5 7
(eg. learning objectives, learning question questions questions questions
styles, diverse audience, prerequisite s
skills, assessment, inquiry, engaging &
motivating)
Usability and Technical Quality 7 6 5 4
(eg. advertisements, materials, question questions questions questions
support required, teacher guide, s
design, access, size )
15. Assessment
The Process s
Curricula
Framework Standards
Instruction
NRC-AAAS Achieve +
NSTA 26 states Teacher
development
15
16. NGSS Matrix of Standards by Grade Level and
Life Science (19) Topic
Earth Space Science (102) Physical Science (3)
Engineering
&Technology (1)
Organisms and Their Environments (2) Weather (9) Structure and Properties of Matter
K
Structure and Function Patterns and Cycles Light and Sound (1)
1
Elementary School
Interdependence of Organisms and their Earth's Changing Surface Structure, Properties, and Interactions of
2 Surroundings (3) Matter
Pushes and Pulls
Environmental Impacts on Organisms Weather, Climate, and Impacts (9) Interactions of Forces
3
Structure, Function, and Stimuli (5)
Life Cycles and Traits Processes that Shape the Earth (4) Energy
4
Waves
Matter and Energy in Ecosystems (3) Earth Systems and Their Interactions Structure, Properties, and Interactions of
5
Stars and the Solar System (8) Matter
Structure, Function, and Information Space Systems (1) Structure and Properties of Matter Engineering Design
Processing History of Earth Chemical Reactions (1) Links Among
Growth, Development, and Earth's Interior Processes Forces and Motion Engineering,
Middle School
Reproduction of Organisms (2) Earth's Surface Processes Interactions of Forces Technology,
Matter and Energy in Organisms and Science and
Weather and Climate (18) Energy (1)
Ecosystems (1) Society (1)
Human Impacts (1) Waves and Electromagnetic Radiation
Interdependent Relationships in
Ecosystems
Natural Selection and Adaptations
Structure, Function, and Information Space Systems (1) Structure and Properties of Matter Engineering Design
Processing History of Earth Chemical Reactions Links Among
Matter and Energy in Organisms and Earth's Systems (22) Nuclear Processes Engineering,
Ecosystems (2) Climate Change (32) Forces and Motion Technology,
High School
Interdependent Relationships in Science and
Human Sustainability (4) Interactions of Forces
Ecosystems (1) Society
Energy
Natural Selection and Evolution
Forces and Energy
Inheritance and Variation of Traits
Waves
Electromagnetic Radiation
24. Teaching Materials Created at CLEAN
Workshops
• These climate and energy activities were created
by faculty as part of the CLEAN professional
development workshop series.
• These materials are not yet part of the CLEAN
collection of reviewed resources.
24
25. Teaching the Climate System, May 2012
Workshop
• These activities assemble various elements from the CLEAN reviewed collection to present a
comprehensive treatment of one aspect of the climate system. These materials were created by
faculty as part of the CLEAN Climate Workshop, held in May, 2012.
25
26. Maps of Climate and Energy Concepts
• Strong approaches to teaching about climate and
energy make connections between the Essential
Principles of Climate Science and help integrate the
fundamental concepts into an overarching scope and
sequence for student learning.
27. Maps of Climate and Energy Concepts
• The Climate and Energy Maps can help you
understand what concepts form the foundation for
any specific concept and what students need to fully
understand it.
28. Maps of Climate and Energy Concepts
If you want to know how to build and move students'
understanding of climate and energy concepts to more
advanced levels, you can simply examine the maps
above the central concept.
29. Maps of Climate and Energy Concepts
The Earth-2 Transfer of thermal energy between the atmosphere and the
land or oceans produces temperature gradients in the atmosphere and the
oceans. Regions at different temperatures rise or sink or mix, resulting in
winds and ocean currents. These winds and ocean currents, which are
also affected by the earth's rotation and the shape of the land, carry
thermal energy from warm to cool areas. (4B/H2)
The Earth-4 Greenhouse gases in the atmosphere, such as carbon
dioxide and water vapor, are transparent to much of the incoming sunlight
but not to the infrared light from the warmed surface of the earth. When
greenhouse gases increase, more thermal energy is trapped in the
atmosphere, and the temperature of the earth increases the light energy
radiated into space until it again equals the light energy absorbed from the
sun. (4B/H4)
The Earth-6 The earth's climates have changed in the past, are currently
changing, and are expected to change in the future, primarily due to
changes in the amount of light reaching places on the earth and the
composition of the atmosphere. The burning of fossil fuels in the last
century has increased the amount of greenhouse gases in the
atmosphere, which has contributed to Earth's warming. (4B/H6)
30. Maps of Climate and Energy Concepts
Energy Sources and Use-2 When selecting fuels, it is important to
consider the relative advantages and disadvantages of each fuel. (8C/H2)
Energy Sources and Use-5 Decisions to slow the depletion of energy
resources can be made at many levels, from personal to national, and
they always involve trade-offs involving economic costs and social
values. (8C/H5)
Information Processing-1 Computer modeling explores the logical
consequences of a set of instructions and a set of data. The instructions
and data input of a computer model try to represent the real world so the
computer can show what would actually happen. In this way, computers
assist people in making decisions by simulating the consequences of
different possible decisions. (8E/H1)
31.
32.
33.
34.
35. What is the quality of the materials?
Based on analysis being conducted through the Climate
Literacy & Energy Awareness Network (CLEAN)
Pathway grant, which is focused primarily on existing
digital resources
The overall scope of the current materials* used teach students
about climate change in the United States are often narrowly
focused
The quality is uneven
Some important areas, such as adaptation, are largely missing
or thinly covered
Other areas, such as the Earth’s Energy Budget, lack
outstanding interactive resources that will engage learners
The gaps and thin spots could be filled through more focus of
the development community (active grants) and future
solicitations 35
36. NOAA Evidence of progress: Educators and other outreach
professionals increase comprehension and use of climate science
concepts and education resources
36
37. NOAA is Partnering with the CLEAN Project on the Climate Portal
Education section: Live Winter 2013
37
45. Conclusions and
Recommendations
Climate and related energy topics have the potential for
integrating learning across disciplines.
The inherent “problem based” nature of climate change,
however, require skillful balance to avoid “gloom and
doom” on one hand or inadequate strategies on the
other.
The Guiding Principle for Informed Climate Decisions--
Humans can take actions to reduce climate change and
their impact-- which set the stage for the other
Principles, is innately solutions oriented.
45
Editor's Notes
True color MODIS composite image of Earth by Reto Stockli (under subcontract to SSAI working for NASA). City lights image on night side of terminator from DMSP OLS data, courtesy Chris Elvidge, NOAA.
History:CLG 2007-presentAAAS BSL-AtlasTri-PICLEANCL-LandscapeWhere do we go?
CLEAN Pathway supports the USGCRP Education priority of a “Voluntary National Climate Education Curriculum”
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.