• How would you adapt this module for your students?
  • What do you find most helpful?
  • What else would you need to use this module?
How would you adapt this module for your students?
the model presented can be adapted to physics lessons.
grtting back data.
challenge of getting data sets that goes 30+ years back
webinars with scientist
use discussion forums w/ teacher-facilitated discussions
begin with local data
data then provided by GLOBE
23 schools have been collecting local data - as WEATHER data
first task: help students understand the difference between weather and climate changes
Information will be packaged and presented to students in movies and webinar

Challenge: getting data to be relevant to students
Students are often open to thinking globally.
Depending on the student population, finding the relevance for students will vary.
Taking incidents and variables from the data to make a connection to students.
Starting local and moving to global

What do you find most helpful?
Liked the graphs and data presentation
Help students learn how to go through the eight steps.
Teachers would like the eight steps more closely linked to the material presented.
The teacher needs to help the students focus on specific areas.
Teachers would selectively use the data to help students develop hypotheses. I.e., putting CO2 andtemperature graphs side-by-side
For presentations use Voice Thread for internet presentations.
This would take some presentation time to prepare graphs.

What else would you need to use this module?
Would like a tutorial on the eight steps so that early teachers can implement the process.
This is especially important for staff who don't have experience doing problem-based learning.
Suggestion: To use this web-site, link to the series of existing resources for PBL
Suggestion: Have assessments on teacher side where teachers can capture student performance
Google Forms or Survey Monkey
How would you adapt this module for your students?
Add a more visually engaging component; such as video or PBO with small captions and broken up into chunks.
Add some animation as a scaffold for the graphs being used.
Link some data or presentations to scaffold and or connect some of the data that is already present.
The model is very usable and easy to understand, but needs to be linkable.

What do you find most helpful?
The wealth of data that is provided.
Having the images already there is a great help.

What else would you need to use this module?
The data labels on the Average Surface Temperature need to be more clearly defined; specifically the local or area of the Earth.
More balanced evidence provided are a need. An example would include information that would show a benefit of climate change to an area.
There is a need for multiple representations of data for more opportunities to use for analysis.
Break up the text for student usage, possible podcast, audio, or text cues such as probing questions, essential or focus question next to the graphic representation.
Use of 3D graphs and the labeling or brief captions with the graphic representations.
Add data regarding the mortality rate overall - what percentage are the hazard-related deaths as compared to freak accidents or other ways of human deaths.
Having a template would be helpful.
This module is just being developed.
Want more information about storms, connection to the ocean.
Want more detailed instructions for students using the materials.
Make the poster presentation a linkable front page.
Data focused on U.S., and would like more global issues.
The global focus could be linked into geography
Link to NIH infectious disease pages.
Need to address methods of prevention in this module.
How would you adapt this module for your students?
  • Present a big idea.
  • Provide a news/video clip - teacher based versus student based to introduce concept. (How a teacher might use it.)
  • Provide a quick overview (clip or video National Geographic...list of web-based resources.)
  • Scenario as the hook.
  • Learning objectives (adapt as necessary).
  • Students brainstorm ideas based on personal observations of video, newsclips, readings, wiki (things they've seen before).
  • Brainstorm without preconceived notions..
  • Step 3. What do I know - From own perspective - talk about topic and introduce vocabulary. - Text books, Glossary, Hint of key terms to consider. questions to consider to figure out where they should be looking
  • Video about where ice caps are and how sea level is measured.
  • Need to know basis - reading data, understanding vocabulary
  • Review reading data
  • Ask yourself: What does this graph represent?
  • Directions about where to record thoughts - strategies for recollection.
  • Students create action items from data.
  • Problem statement.
  • Analyze data from resources from directed sources.
  • Present PPT, poster, video, newsletter, ways to present findings.
  • Share links.
  • Can you create other modules for other topics?
  • forces and motion, energy
What do you find most helpful?
  • Align to standards. Translation map to standards.
  • Checklist.
  • The visual mapping is great!
  • We like the 8 steps and the way it flows
  • We like having a variety of data sources in one spot
  • Will help use class time efficiently
  • Helps address different learning styles
  • Common resources for vertical planning
  • Reviewed materials to trust
  • We like that the students can all work together with the wiki
What else would you need to use this module?
  • How can this be used with mobile technology?
  • How can the resources be leveled to provide resources for differentiation?
  • Availability of technology is an issue....can resources be printed?
  • Minimize Flash-based resources
  • Can there be a glossary so that students can hover over unknown words and get a quick definition
  • Can there be a template for the wiki to make it easier for teachers?
  • Guided logins that are embedded in the module
  • Anytime anywhere access.
  • Case studies of use - video case studies or blog of how they used the resources