Participants are given the Science Inquiry and Science Literacy Outcomes 5 minutes Individually write questions and thoughts that connect this environmental disaster to Performance Outcome indicators in science inquiry and literacy Put each idea on a separate post-it note In groups share your questions and connections and post them on the wall sized PO charts
What specific science content knowledge is needed to address this aspect of the situation?
What skills, knowledge and technology are needed to 1. drill a relief well 1.6 miles deep 2. Collect the oil out of the water Transport the oil Stop the oil from spreading
How do we decide which is the least impactful on the environment Burn the oil Let it cover the water & arrive on shore How do we begin to measure the impact What data could we collect What would wand to know once the crisi is over?
TOP KILL – A JUNK SHOT – DISPERSANT – DRILLING MUD – A BLOWOUT PROTECTORS –
science thru global lens
Looking at Science Through a Global Lens Partnership for Global Learning Annual Conference July 9, 2010 Jennifer Chidsey Pizzo & Tonilee Hanson
Goals <ul><li>To explore and discuss a rationale for science education that prepares students for global competence </li></ul><ul><li>To consider opportunities for interdisciplinary learning across important global issues </li></ul><ul><li>To share ideas and strategies for making science prominent in interdisciplinary learning </li></ul>
BP CEO Tony Hayward prepares to testify before House oversight & investigations subcommittee on Capitol Hill in Washington, DC. (Alex Brandon/Associated Press)
Exxon Valdez (1989) Exxon Valdez supertanker ran aground on Bligh Reef, ruptured and spilled 11 million gallons of crude oil into Alaska's Prince William Sound. The spill was the worst in American history, damaging more than 1,300 miles of shoreline.
Inspecting subsea production equipment in deep water using an autonomous underwater vehicle (artist’s impression)
OSMAS – Oil Spill Monitor and Alarm System Deceive has not been deployed