The document discusses The GLOBE Programme, which brings together students, teachers, and scientists to support student learning and research related to Earth science. It was established in 1994 and now includes participants from 112 countries. Students collect scientific data on topics like atmosphere, hydrology, and land cover as part of investigations. They learn scientific protocols and can contribute data to research. The summary provides an overview of the key points about GLOBE's history, purpose, and student involvement in collecting environmental data.

1. THE USE OF THE
GLOBE PROGRAMME
IN EDUCATION
Ms. Piroska Tóth
Bibó István High School
Eszterházy Károly College

2. Global
Learning and
Observations to
Benefit the
Environment
GLOBE brings together students,
teachers and scientists through the
GLOBE Schools Network in support
of student learning and research.
Parents, Scientists and GLOBE
Alumni also support students'
engagement in GLOBE.
"GLOBE is the quintessentially ideal program for involving kids in
science"
- Nobel laureate Dr. Leon Lederman

3. Key dates in the history of The GLOBE Programme:
1994 – The GLOBE Programme announced by former U.S.
Vice-President Al Gore on Earth Day, April 22
1995 – The GLOBE Program activities began. Today, the
international GLOBE network has grown to include
representatives from 112 participating countries
2003 – NASA selected the University Corporation for
Atmospheric Research (UCAR), to operate The
GLOBE Programme Office
2005 – The GLOBE Programme celebrates its 10th birthday
2011-2013 - GLOBE Student Climate Research Campaign

4. GLOBE
• is science and education, not just science education
• neither begins nor ends with data collection
STUDENTS
• interest can take form in questions that they want to answer
• taking data is part of addressing their questions
• recording, assembling, and analyzing data are a necessary part of
the process leading to answers, new insights, and refined questions
• data reporting is essential for GLOBE implementation to give
students an authentic science experience

5. TEACHERS
• are encouraged to stimulate and reinforce their students' natural
interest in their surroundings
• background information is provided in the various investigations
to help place the measurements in a scientific context
• learning activities are provided to help teachers prepare students
to collect data, to aid students' understanding of the science
SCIENTISTS
• from the start, professional scientists have played an integral part
in GLOBE
• they provided the idea that students can take research quality
measurements and contribute data to help understand our global
environment
• they and their educator partners then worked with GLOBE to
develop measurement protocols, instrument specifications

6. GLOBE Science Investigations are
divided into five themes. Each
theme consists of measurement
protocols, field guides and data
sheets designed to help collect
accurate scientific data. Following
the protocols carefully will help
ensure that data from schools
around the world can be used in
research to better understand the
global environment.
The collection of scientific data is
only a part of what GLOBE offers
student scientists. Data collected in
the field or in the laboratory may
be entered into the international
database where it is used by
students and scientists worldwide.
The GLOBE visualization tools
offer the ability to display data in
maps, graphs, and tables.

7. GLOBE Investigations
Atmosphere
GLOBE student data within the Atmosphere
investigation aids scientific understanding of spatial
gaps in air temperature and precipitation coverage by
weather monitoring stations, important data on
aerosols and surface ozone. In addition, atmospheric
data play a critical role in the calibration of satellite
instruments collecting data on, for example, clouds
and aerosols.
Land Cover/Biology
Land cover is a term used to describe what is on the
ground or covering the land. Different terms are used
to describe the differences seen when looking at the
land and can be split into natural and developed
areas.

8. Earth as a System
Understanding Earth as a system - Earth system
science - requires a quantitative exploration of the
connections between and among the critical parts of
the system: Atmosphere, Cryosphere, Hydrosphere,
Lithosphere/pedosphere, and Biosphere.
Soil
Soil makes up a thin layer known as the pedosphere
and an important, yet very limited, natural resource
which affects every part of the ecosystem. Soils hold
nutrients and water for plants and animals. Soils also
filter and clean water and can change the chemistry
of water. Soils store and transfer heat and affect the
temperature of the atmosphere.

9. Hydrology
Water covers approximately 70 percent of Earth's
surface, continually circulating between Earth's
surface and atmosphere as part of the hydrologic-, or
watercycle and is one of the basic processes in
nature. Water evaporates into the atmosphere to
become water vapor where it cools and condenses
into liquid water or ice crystals to become clouds. It
then falls back to the surface as rain or snow, where
is can filter into the soil, be absorbed by plants,
percolate to groundwater reservoirs, run off into
water bodies, or evaporate.

10. 0
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The temperature of soil and air
Talajhőmérséklet 5 cm Talajhőmérséklet 10 cm Aktuális hőmérséklet
Soil temperature

11. The rising of air temperature
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0
01.00.
The temperature on 12th of May 2004. in Ósükösd
03.00.
05.00.
07.00.
09.00.
11.00.
13.00.
15.00.
17.00.
19.00.
21.00.
23.00.
Temperature ( C)
Hour
Sunrise Solar noon Sunset
Tmax.: 24,3°C
Tmin.: 9,4°C
Average: 16,9°C
The average of
measurements:
17,3°C

12. Precipitation
We started to measure
precipitation: October of 2000,
aerosols: March of 2011.
70
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0
Precipitation in January (mm)

13. 0
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Annual precipitation (mm)
0
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0.35
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0.5
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The aerosol optical thickness
AOT Green
AOT Red

14. Water
We measure water quality once a week.
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Dissolved oxygen (mg/l)

15. Solutions
After measuring the water sample the measured mg/l data is
converted into the weight percent data used in chemistry classes.
E.g.:
On 7th February, 2014 the nitrate content of the water was
measured 15mg/l.
As we are talking about dilution, its density is considered
1g/cm3.
1l = 1000cm3 = 1000g 15mg = 0.015g
If in 1000g solution are 0.015g nitrate
than in 100g solution are 0.0015g nitrate
↓
This way its concentration is 0.0015 weight percent.

16. Ecology: Green down

17. We have achieved good results in different competitions, announced
by specialists/experts. The aim of the competitions is focused on the
data collected in schools, and processing of data submitted to a
comparative analysis of the ones sent by other schools .

18. Thank you for your attention!