Using InTeGrate in the 2YC classroom slides

-Webinar-
Hands-on, data-rich, and socially relevant
geoscience activities for 2YC classrooms: An
introduction to InTeGrate modules
Friday, Feb. 13, 2015
9-10 AM (PST) | 10-11 AM (MST) | 11 AM-12 PM (CST) | 12-1 PM (EST)
Convener: Elizabeth Nagy-Shadman (Pasadena City College)
Presenters: Joy Branlund (Southwestern Illinois College)
Becca Walker (Mt. San Antonio College)
This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human
Resources (EHR) and Geociences (GEO) under grant DUE - 1125331.
Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not
necessarily reflect the views of the National Science Foundation.

Elizabeth Nagy-Shadman
Pasadena City College
Molly Kent
Science Education Resource
Center (SERC) at Carleton College
Becca Walker
Mt. San Antonio College
Joy Branlund
Southwestern Illinois College

• Introduce the 2YC community to InTeGrate
modules
Webinar Goals
• Describe additional opportunities related to
using InTeGrate materials in your classroom
• Address concerns related to using new materials
in 2YC classroom
• Hear directly from module authors about their
classroom experiences and allow participants to
ask questions

1. What is InTeGrate and how were the modules
developed?
2. Overview of modules
3. MODULE: Climate of Change: Interactions and
Feedbacks between Water, Air, and Ice
4. MODULE: Human’s Dependence on Earth’s Mineral
Resources
5. Questions from Participants
6. Upcoming opportunities
Webinar Outline

A five-year community effort to
improve geoscience literacy and build
a workforce prepared to tackle
environmental and resource issues
http://serc.carleton.edu/integrate
What is InTeGrate?
2012-2016
InTeGrate Leadership team, March 2013

• InTeGrate materials were designed and
tested by your peers — faculty and
instructors at diverse institutions across
the country.
• Each “2-3 week module” was created,
tested, and refined over a 2-year time
period by a team of three authors.
InTeGrate Materials
Teams work together to create new
InTeGrate teaching materials at an
InTeGrate authors meeting.

• Materials were designed to be
adaptable to a wide variety of
classrooms and settings:
• community college
• large research institution
• online
• in a large lecture hall
• small seminar
• Activities focus on engaging
students in hands-on learning.
InTeGrate MaterialsStudents in jigsaw group.
Students
doing a
gallery walk.

InTeGrate Modules
• Climate of Change: Interactions and Feedbacks
between Water, Air and Ice
• Natural Hazards and Risks: Hurricanes
• Exploring Geoscience Methods
• Humans' Dependence on Earth's Mineral Resources
• A Growing Concern: Sustaining Soil Resources through
Local Decision Making
• Map Your Hazards! – Assessing Hazards, Vulnerability
and Risk
• Interactions between Water, Earth's Surface, and
Human Activity

Well-designed, high quality materials
Natural Hazards and Risks: Hurricanes
A Growing Concern: Sustaining Soil
Resources through Local Decision Making
Interactions between Water, Earth's
Surface, and Human Activity
Map Your Hazards!
– Assessing
Hazards,
Vulnerability and
Risk

Upcoming InTeGrate
Modules
• Carbon, Climate, and Energy Resources
• Changing Biosphere
• Environmental Justice and Freshwater Resources
• Global Energy and the Atmosphere
• Gateway to Renewable Energy and Environmental
Sustainability (GREENS)
• Mapping the Environment with Sensory Perception
• Water Sustainability in Cities
• Food Security Module
• Coastal Processes Hazards and Society
• Ocean Sustainability

InTeGrate Home page
http://serc.carleton.edu/integrate/index.html

The Geoscience Literacy Documents

Module Features – Instructor Stories

Climate of Change: Interactions and
Feedbacks Between Air, Water, and Ice
Authors:
 Cynthia Fadem, Earlham College (liberal arts)
 Cindy Shellito, University of Northern Colorado
 Becca Walker, Mt. San Antonio College (2YC)
(rwalker@mtsac.edu)
Developed and tested May 2012-May 2013; published June 2014

Module goal: Analyze climate data and evaluate how
interactions between climate system components lead to
climate variability that impacts human societies.

Module organization
• Unit 1: Forecasting climate variability and change: a
matter of survival
• Unit 2: Deciphering short-term climate variability
• Unit 3: Anomalous behavior
• Unit 4: Slow and steady?
• Unit 5: Systems@play
• Unit 6: Adapting to a changing world
Each unit includes instructor materials, teaching tips,
student readings, and study guides

If you want…… Try
Students out of their chairs Unit 1 and Unit 6
gallery walks
Unit 1: how did
indigenous people
adapt (or not adapt!)
to climate fluctuations?
Left: Mayan ruins in Tulum,
Mexico. Right: Andean harvest
and planting timeline

Students working qualitatively Unit 4.1 (Greenland)
with data sets Units 2 and 3 (ENSO,
NAO)
SST
and
wind
air
pressure
precipitation rearrange
groups
Students
characterize
phases of ENSO

NOAA TAO/Triton array
SST and
wind data
for Jan 1998
SST and
wind
anomaly
data for Jan
1998

The importance of prep exercises
• geography
• SST
• isotherms
• vectors
• mean vs. anomaly
NOAA TAO/Triton array
I found that short preparation assignments made implementation
in the classroom more efficient and improved group dynamics.

Byrd Polar Research Center
Unit 4.1:
Greenland ice sheet
albedo at different
elevations

Quantitative exercises Unit 4.2 (Greenland)
Unit 5.2 (greenhouse gases)
Unit 4.2: Surface area change for
Greenland marine terminating outlet
glaciers
Data from MODIS studies of Greenland, Byrd Polar Research Center

Debate and brainstorming Unit 5.1 (climate
modeling game)
Students play
different roles
in the climate
system.
How do these
roles respond
to various
changes in the
climate
system?

Critical skills and concepts for module success:
 Feedbacks and uncertainty
 Infused throughout but imperative for climate
modeling game
 Anomalies
 ENSO: SST, wind, precipitation, pressure anomalies
 Greenland albedo anomalies
 Calculating rates of change and making predictions
 Greenland glacier surface area changes
 changes in greenhouse gas concentration

Suggestions for group activities
 Size considerations
 Gallery walks worked best with 3-4 students per group
 Students wanted their own copies of all handouts to archive
their work
 Materials considerations
 Be aware that some units require color data sets
 Assessment considerations
 Report-outs after gallery walks were useful
 I tended to use formative and summative assessment
questions but didn’t collect much in-class work

• Replaces rock and mineral section of a course
• Wanted to include real data and real examples, using various
mineral resources and geographies
• Wanted to incorporate as much active, group learning as possible
• Best when students complete readings outside of class, so almost
all class time can be used on activities (minimal lecture)

Humans’ Dependence on Earth’s Mineral Resources
All reading assignments, some PPTS, other
examples and resources
• Materials (rocks, minerals, products,
muffins) needed for Units 1 & 3 – other
(material-free) options offered.
• Mineral/rock specimens could be
helpful in other units.
• Color copies or projected images
needed for Units 1 & 3.

(somewhat) Flexible delivery: group activities can be done
individually (e.g. by online students), and instructions are provided to
do some as interactive lecture/ whole-class discussion.
Student pairs match
minerals with products
Interactive lecture
used to discuss link
between
development and
resource use
For example: Unit 1

Group activities have similar format for all units. They are provided
in Word format to allow instructors to make changes to better match
their own course objectives.
For example: Unit 3

Example of concept mapping, from
Unit 4, Mining salt.
Concept maps used throughout (and instructor information provided
about concept maps)
First introduction to concept maps
in module – Unit 1

Concept maps used throughout (and instructor information provided
about concept maps)
Concept map used in Unit 2,
highlighted to show that REE
magnets were developed (and
replaced the common cobalt
magnets) because cobalt prices
spiked when wars in Congo
limited cobalt mining.

Units fit together, but also stand alone
Unit 2 activity about mineral
resources in rechargeable batteries Material
provided to
help
instructor
link this to
Unit 3
(mining)
Cobalt mining at Blackbird
Mine, Idaho (above) linked
to disappearance of salmon
in Panther Creek

Unit 6 jigsaw
Global
supply
and
demand
Mining
(water
pollution,
land use)
Fertilizer
and the P
cycle
Politics
(Western
Sahara,
imports)
In second group, pick a
plan to change P use and
determine benefits and
losses to stakeholders
In first group, investigate
one aspect of phosphorus
mining/use.
rearrange
groups

Humans’ Dependence on Earth’s Mineral Resources

UPCOMING OPPORTUNITIES
• July 13-17, 2015 - Earth Educators’ Rendezvous
• March 2015 - Webinar #2 – Scale-up from classroom to
program level with InTeGrate at 2YCs
• March 2015 – Apply to collaborate in classroom research using
InTeGrate modules; notification by mid-April 2015

UPCOMING OPPORTUNITIES
• July 13-17, 2015 - Earth Educators’ Rendezvous
• March 2015 - Webinar #2 – Scale-up from classroom to
program level with InTeGrate at 2YCs
• March 2015 – Apply to collaborate in classroom research using
InTeGrate modules; notification by mid-April 2015
InTeGrate Implementation Programs

• Go to InTeGrate home page
• Click on “Learn more about InTeGrate”
• Click on “Implementation Programs” on left-hand menu

July 13-17, 2015 | University of Colorado, Boulder
Earth Educators’ Rendezvous 2015
http://serc.carleton.edu/earth_rendezvous/20
15/index.html
• Brings together researchers and practitioners working in all
aspects of undergraduate Earth education
• Program consists of workshops, oral and poster sessions, plenary
talks, and working groups
• AM workshop (July 16, 17): Teaching with InTeGrate Materials in a
2YC Environment

Teaching with InTeGrate Materials in a
2YC Environment
15/index.html
SOLVES concerns such as:
• TIME (to learn about modules and fit them into YOUR course),
• EFFORT (you will be there and have no choice),
• INVOLVE A COLLEAGUE ($20/day discount if 2 or more people
attend from one institution)
• INSTITUTIONAL BUY-IN (co-leader is a College Dean)

Teaching with InTeGrate Materials in a
2YC Environment
15/index.html
COST:
• Integrate Travel Stipends up to $500. Deadline: March 31.
Notification: April 10.
• Early registration deadline: April 13.
• $100 discount for NAGT members.
• $20/day discount if 2 or more people attend from one
institution

-Webinar-
Introduction to InTeGrate Modules:
Hands-on, data-rich, and socially relevant
geoscience activities for 2YC classrooms
Friday, Feb. 13, 2015
9-10 AM (PST), 10-11 AM (MST), 11 AM-12 PM (CST), 12-1 PM (EST)
Convener: Elizabeth Nagy-Shadman (Pasadena City College)
Presenters: Joy Brunland (Southwestern Illinois College)
Becca Walker (Mt. San Antonio College)
This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human
Resources (EHR) and Geociences (GEO) under grant DUE - 1125331.
Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not
necessarily reflect the views of the National Science Foundation.

Using InTeGrate in the 2YC classroom slides

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