http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#discussion http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13262 1) There is a new paper from the MARGO project (Nat GEosci, 2009) that is an update of the the CLIMAP recosntructions

2) I believe this activity could easily (not sure exactly how) be transformed in a "jigsaw" activity.....which could promote the learning from the activity.]]> maisa rojas 1288019700 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13262 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13263 I really like the idea of having students 'skim' technical papers to look for the assumptions. That seems like a good way to build their comfort level with technical literature, while focusing it on a clear task that should be pretty accessible.

How long does each class session last? It seems like this is a tight timeline for a standard class session (1 hour or 1.5 hours on our campus).
Suzanne]]> Suzanne Pierce 1288019880 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13263 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13268
Idea for modifying this activity might be to create a 'jig saw' approach. (from Maisa)

In this approach you split students into groups and teach them about part of a problem. Then the students must put pieces of a concept back together by teaching each other about the 1st component that they learned about.





]]> Suzanne Pierce 1288025700 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13268 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13289 Kristine DeLong 1288198440 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13289 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13290 Kristine DeLong 1288198500 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13290 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13306 Elizabeth Gordon 1288201620 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13306 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13311
Regarding assessment, how will you know if students understand the difference between LGM and modern climate? (I'm going back to your goals here). What does this understanding look like? Perhaps they are answering test questions on this?
Perhaps take the higher order thinking goals one step further: Ask students how they would do the CLIMAP study today? Would they make different assumptions? The idea is that your assessment will ask them to apply what they've learned in a new way....]]> Cindy Shellito 1288202040 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13311 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13328 I agree, great melding of literature, model products, and intellectual work.
This looks wonderful but...I have to admit i just went to the website and tried to download the water data file. I expected an excel-ready file, but got stuck in metadata instead. Egads! Do you have a tutorial/painfully detailed example file for students to walk through? Or do you demo it? Or do they just--get it?
(I'll spend more time on this, self-teaching, because it looks great!)
-dawn]]> Dawn Cardace 1288203780 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13328 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13371 Kristine DeLong 1289158440 http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/49753.html#post13371