This document provides a rationale and collection of resources for teaching students about solar energy using technology. It explains that technology allows students to closely examine the sun through visuals and interactive content, access new information as the field develops, and for teachers to share ideas. A variety of online resources are presented, including YouTube videos, blogs, podcasts, and websites from NASA and other organizations that provide images, articles and activities about the sun and solar energy. Sample teaching materials like apps, worksheets and experiments are also included.
The document contains a collection of links to various websites about different ecological topics such as biomes, ecosystems, nutrient cycles, and aquatic biomes. The links are organized under headings for different ecological concepts and include websites from .edu, .gov, and other sources. There are also credits for pictures and information included from other sources.
Jacqueline Tedesco is seeking a job in environmental engineering. She graduated from Worcester Polytechnic Institute in 2017 with a degree in environmental engineering and a GPA of 3.46. Her coursework included environmental biology, ecology, fluid mechanics, and wastewater treatment. She held leadership roles in campus environmental groups and has project experience assessing stormwater runoff and improving transportation efficiency in Venice. Tedesco also has engineering internship experience and worked on high school and college projects related to sustainability, zero gravity, and the environmental impacts of animal agriculture.
Science is a systematic process of building and organizing knowledge through testable explanations and predictions, while technology is the application of tools and techniques to solve problems or achieve goals. Together, science and technology underpin all aspects of modern life and have transformed how we live, work, travel, communicate, and access healthcare and information. We rely on the contributions of science and technology even when performing everyday tasks like turning on lights or getting a glass of water.
An introduction to the terminology used in VCE Environmental Science Unit 4 (Area of Study 2) - Environmental Management Systems, Environmental Risk Assesssment, EES, EIS, Life Cycle Analysis and Precautionary Principle.
This presentation introduces environmental management systems (EMS) and how Travis Perkins, a UK building materials supplier, implemented an EMS based on the ISO 14001 standard. It defines an EMS, outlines the PDCA (plan-do-check-act) model, and discusses how Travis Perkins developed an environmental policy, identified aspects and impacts, set objectives and targets, and established roles and procedures to achieve continual improvement in its environmental performance and compliance. Implementing an EMS provides benefits like cost savings, more efficient operations, and helping Travis Perkins maintain its reputation and license to operate.
This document discusses environmental management and various aspects of the environment. It defines the environment as encompassing both physical and biological factors that surround organisms. It outlines fundamental principles for protecting the environment like maintaining biodiversity and ecological balance. The document then describes different segments of the environment, including the natural environment consisting of abiotic and biotic factors, man-made environments, and the social environment. It provides details on layers of the atmosphere, oceans, land, and the interior of the Earth. The last section discusses intensive agriculture and its benefits of high yields and cheaper food but also problems like pollution, disease, and damage to the environment.
This document provides a rationale and collection of resources for teaching students about solar energy using technology. It explains that technology allows students to closely examine the sun through visuals and interactive content, access new information as the field develops, and for teachers to share ideas. A variety of online resources are presented, including YouTube videos, blogs, podcasts, and websites from NASA and other organizations that provide images, articles and activities about the sun and solar energy. Sample teaching materials like apps, worksheets and experiments are also included.
The document contains a collection of links to various websites about different ecological topics such as biomes, ecosystems, nutrient cycles, and aquatic biomes. The links are organized under headings for different ecological concepts and include websites from .edu, .gov, and other sources. There are also credits for pictures and information included from other sources.
Jacqueline Tedesco is seeking a job in environmental engineering. She graduated from Worcester Polytechnic Institute in 2017 with a degree in environmental engineering and a GPA of 3.46. Her coursework included environmental biology, ecology, fluid mechanics, and wastewater treatment. She held leadership roles in campus environmental groups and has project experience assessing stormwater runoff and improving transportation efficiency in Venice. Tedesco also has engineering internship experience and worked on high school and college projects related to sustainability, zero gravity, and the environmental impacts of animal agriculture.
Science is a systematic process of building and organizing knowledge through testable explanations and predictions, while technology is the application of tools and techniques to solve problems or achieve goals. Together, science and technology underpin all aspects of modern life and have transformed how we live, work, travel, communicate, and access healthcare and information. We rely on the contributions of science and technology even when performing everyday tasks like turning on lights or getting a glass of water.
An introduction to the terminology used in VCE Environmental Science Unit 4 (Area of Study 2) - Environmental Management Systems, Environmental Risk Assesssment, EES, EIS, Life Cycle Analysis and Precautionary Principle.
This presentation introduces environmental management systems (EMS) and how Travis Perkins, a UK building materials supplier, implemented an EMS based on the ISO 14001 standard. It defines an EMS, outlines the PDCA (plan-do-check-act) model, and discusses how Travis Perkins developed an environmental policy, identified aspects and impacts, set objectives and targets, and established roles and procedures to achieve continual improvement in its environmental performance and compliance. Implementing an EMS provides benefits like cost savings, more efficient operations, and helping Travis Perkins maintain its reputation and license to operate.
This document discusses environmental management and various aspects of the environment. It defines the environment as encompassing both physical and biological factors that surround organisms. It outlines fundamental principles for protecting the environment like maintaining biodiversity and ecological balance. The document then describes different segments of the environment, including the natural environment consisting of abiotic and biotic factors, man-made environments, and the social environment. It provides details on layers of the atmosphere, oceans, land, and the interior of the Earth. The last section discusses intensive agriculture and its benefits of high yields and cheaper food but also problems like pollution, disease, and damage to the environment.
Presentation for the South Australian Science Teacher's Association conference at Brighton Secondary College on Monday 18th and Tuesday 19th April, 2016.
This document discusses ways to engage students in science learning through global collaboration using online tools and social networks. It provides examples of how teachers can connect students around the world to share work via blogs, wikis, Skype, and other platforms. Specific projects mentioned include GLOBE, the World Moon Project, tree banding through SHOUT, and an international energy challenge. The goal is to enhance students' understanding of science concepts by allowing them to learn collectively with peers and experts globally.
The document discusses SUNY Oswego's Global Laboratory program, which provides undergraduate students hands-on research experiences in international laboratories. It aims to prepare globally engaged STEM researchers and increase scientific collaboration worldwide. Students spend 6-8 weeks in labs on all continents, advancing knowledge and designing solutions. Evaluation measures intellectual and global perspective development. Funding supports 15-20 students annually in locations like Brazil, Taiwan, Congo, and Iceland.
The document discusses SUNY Oswego's Global Laboratory program, which provides undergraduate students hands-on research experiences in international labs. It aims to prepare globally engaged STEM researchers and increase scientific collaboration worldwide. Students spend 6-8 weeks in labs on all continents, working with local faculty on projects addressing local issues. Evaluation involves surveys assessing intellectual and global development. Funding comes from NSF and Santander grants totaling over $800,000 from 2011-2015. Future directions include placements in India, China, and the Democratic Republic of Congo.
The document discusses SUNY Oswego's Global Laboratory program, which provides undergraduate students hands-on research experiences in international labs. It aims to prepare globally engaged STEM researchers and increase scientific collaboration worldwide. Students spend 6-8 weeks in labs on all continents, working with local faculty on projects addressing local issues. Evaluation involves surveys assessing intellectual and global development. Funding comes from NSF and Santander grants totaling over $800,000 from 2011-2015. Future directions include placements in India, China, and the Democratic Republic of Congo.
The document discusses various tools and online platforms that can be used to facilitate global science projects between teachers and students, provides examples of existing global science projects involving collaboration between multiple schools and countries, such as GLOBE and the International Energy Challenge, and outlines the SHOUT Tree Banding Project which has students internationally collect and upload tree growth data.
The document discusses resources for teaching students about the life cycle of frogs, including websites about frog blogs, podcasts, videos, and organizations that can help students understand each stage of a frog's development from egg to tadpole to adult frog. It provides links to interactive websites, videos, worksheets, and other materials teachers can use to engage students and help them learn about the frog life cycle visually and hands-on.
The Sciencebook Trust 'Eyes in the Sky' Event 2012Pauline Rutter
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Introduction to InTeGrate Modules: Hands-on, data-rich, and socially-relevant...SERC at Carleton College
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This document provides an overview of a STEM course on quantitative literacy in population ecology that was developed by three educators. The course aims to teach 9th grade biology students quantitative skills through online modules focusing on coral reef ecosystems. It includes weekly lessons integrating math and science concepts, such as random sampling, data analysis, and conservation. Students complete activities analyzing scientific data and create a final conservation poster. The course was well-received by students, though the developers recommend designating a project manager and adding more interactions to strengthen future iterations.
This document summarizes Course-based Undergraduate Research Experiences (CUREs) that provide students authentic research experiences through collaborations between biology educators and natural history collections. It describes two such networks, BCEENET and Squirrel-Net, which have numerous CURE modules analyzing digitized museum specimens or studying squirrel behavior. Students engage in iterative research processes like developing hypotheses, collecting data, and communicating results. These CUREs benefit students by improving engagement and retention while benefiting faculty through teaching materials and connections to national communities.
This document discusses how technology can be used to teach students about the water cycle. It provides examples of instructional videos, interactive websites, games and diagrams that visually demonstrate the water cycle. These technology resources can help students better understand the water cycle and see how it relates to their everyday lives. Internet sources like educational agency websites, blogs, and online exhibits offer additional information and experiments for students to learn about the different forms water can take and the importance of keeping water clean.
The document describes several biodiversity studies conducted by the Illinois Department of Natural Resources (IDNR) for K-12 students. The studies involve collecting data on spiders, frogs and toads, and squirrels. For each study, students learn about the species, identify local habitats to observe, collect weekly data, and submit monthly reports. Students can view data collected by other classes on interactive species maps. The goal is to involve students in authentic scientific research to help scientists study changes in local habitats and biodiversity over time.
The document discusses various ways that technology can be integrated into a lesson on the water cycle. It provides examples of online resources like blogs, videos, and websites that teach about the water cycle. These include an interactive blog post describing activities like using a ziplock bag to demonstrate evaporation and condensation, as well as websites that allow students to learn about water issues and create their own water cycle models. The document also lists worksheets and a crossword puzzle that could be used as teaching materials.
This document discusses building community science through student-driven scientific inquiry. It describes how partnerships between Upham Woods Outdoor Learning Center and other organizations across Wisconsin have engaged students in water quality monitoring projects using digital observation technology skills. Surveys found that participating students reported increased interest in science, water issues, and skills to pursue science careers. The projects aim to empower students and educators to study and address local environmental issues through collaborative research.
This document outlines the five steps to conducting a risk assessment: 1) identify hazards, 2) decide who may be harmed and how, 3) assess the risks and take action, 4) make a record of findings, and 5) review the risk assessment. It then provides tables to guide rating the likelihood, consequences, control effectiveness, and trend of identified risks. Risks should be documented along with the responsible person, likelihood and consequence scores, current control measures, and effectiveness of controls.
This document provides information about assessment tasks for core and elective units including literacy, numeracy, food safety, and using social media. It then discusses elements of art such as line, value, shape, texture, form, space, and color. Finally, it provides guidance on creating a picture story book including starting with a concept, brainstorming ideas, and providing examples of picture book ideas and styles including simple sketches, collage, using real materials, and telling a narrative about changes to the landscape.
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1. Citizen Science for Schools
Britt Gow, Hawkesdale P12 College
Friday 28th November, 2014
2. Science and Maths teacher
Hawkesdale P12 College
SW Victoria
Technoscience blog since 2008
Twitter @brittgow
brittgow@gmail.com
3.
4. “Science is the foundation of our future and it’s very
important that we remember that.” ~ Megan Clark, CEO
of CSIRO and recipient of the Order of Australia this year.
5.
6. Today’s learner’s are:
• Multi-taskers
• Digitally literate
• Mobile and connected 24/7
• Experiential and Social
• Visual / spatial learners with
• Fast response times & short attention spans
7. • The Power to Engage
• Students use technology already
• It's not going to go away...it will only grow
• Professional development
• Employers want their workers to use internet tools
8. Aim: To engage students and allow them to
contribute to the collection of data for scientific
research and enhance their understanding of
science concepts.
9. Citizen Science
• “Scientific research, conducted in whole or in part,
by amateur or nonprofessional scientists, often by
crowd-sourcing or crowd-funding.”
http://en.wikipedia.org/wiki/Citizen_science
• “The systematic collection and analysis of data;
development of technology; testing of phenomena
and the dissemination of these activities by
researchers primarily on an avocational basis.”
http://www.ala.org.au/get-involved/citizen-science/
10. • https://www.zooniverse.org/
• Projects include Space, Nature, Climate and
Biology.
– How do stars form?
– Planet Four
– Cyclone Centre
– Old Weather
– Go wild in the Serengeti!
11. Galaxy Zoo
• http://www.galaxyzoo.org/
• A Zooniverse project to
classify galaxies according to
their shape
12. University of S.A. –
Barbara Hardy Institute
• http://www.unisa.edu.au/Research/Barbara-
Hardy-Institute/Research-1/Citizen-Science/
• Great Koala Count
• Be a Beachcomber
• Operation Magpie
• Operation Spider
• Operation Possum
13. “The Global Learning and Observations to Benefit the
Environment (GLOBE) program is a worldwide hands-on,
primary and secondary school-based science and
education program. GLOBE's vision promotes and
supports students, teachers and scientists to collaborate
on inquiry-based investigations of the environment and
the Earth system working in close partnership with NASA,
NOAA and NSF Earth System Science Projects (ESSP’s) in
study and research about the dynamics of Earth's
environment.” https://www.globe.gov/
16. Citizen Science Apps
• OzAtlas “Atlas of Living Australia”
• Ecolinc “Biodiversity of the Western Volcanic
Plains Flora and Fauna Field Guide”
• ClimateWatch
• Leafsnap
• Project Noah
17. Atlas of Living Australia
This is a field guide with
distribution maps,
information about
biology and habitat as
well as the ability to
upload your own
sightings, which adds to
the database.
http://www.ala.org.au/
18. Museum Victoria’s Field Guide to
Victorian Fauna
This is a field guide
with distribution maps
and information about
biology and habitat.
You cannot upload
your own images as
yet.
http://museumvictoria.com.au/discoverycentre/
mv-field-guide-app/
19. Ecolinc – Biodiversity of the Western
Volcanic Plains Flora and Fauna Field
Guide
This is a field guide
with distribution maps,
information about
biology and habitat as
well as the ability to
upload your own
sightings, which adds
to the database.
20. Climate Watch
Climate Watch is an initiative
of the EarthWatch Institute,
developed in conjunction with
the Bureau of Meteorology
and the University of
Melbourne, that enables
users to watch their favourite
animals or plants and record
the changes online.
http://www.climatewatch.org.au/
21. Leaf Snap
• Leaf Snap is an app for
Apple and Android
devices that allows users
to identify and upload
images of leaves – it is
designed for USA, but
students can use the app
to collect images of our
native flora too.
http://leafsnap.com/
22. Project Noah
Most suitable for primary
and junior secondary
students, this app is
designed to ‘spot’ wildlife,
complete ‘missions’ and
collect ‘badges’. Allows
automatic sharing to
Facebook and Twitter.
http://www.projectnoah.org/