Programming for K12 Educators
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Morning workshops and working groups will meet for two or three days. Workshops are interactive, with participants learning from experts and from one another. The extended lunch hour provides a break and an opportunity to network with colleagues. Poster sessions will begin during the lunch hour on two days and the posters will remain available through the close of the day's program, with authors present after afternoon sessions. During the afternoon you can pick from a mix of mini-workshops, round-table discussions and/or contributed talks or teaching demonstrations. Check out the sessions below that include K-12 teachers as part of their intended audience. Connect with your K-12 colleagues and interact with other K-20 Earth Science Educators at the Rendezvous this summer!
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Monday-Wednesday Morning Workshops
- Changing the Climate of your Climate Change Lessons morning workshop. M-W, 8:30-11:30am.
A phenomena-based, active learning experience for K-12 & intro level college instructors who teach climate change as part of their curriculum. Experience how to make cutting-edge climate data come to life in the classroom while also being given ample time for metacognition to make sense of the science. This three-morning workshop will provide an "entry level for all" approach to broaden teachers' climate change content knowledge as well as expand content experts' pedagogical best-practices. The workshop will focus on using place-based climate phenomena to engage participants in active learning experiences that exemplify the three-dimensional learning of the NGSS. Each day will allow ample time for metacognition and whole-group discourse to make sense of the science and pedagogy used throughout the day's activities. Read more...
- Introduction to Small Unmanned Aerial Systems ("drones") and Associated Applications in STEM Explorations morning workshop. M-W, 8:30-11:30am.
This workshop is designed for unexperienced or novice users of small unmanned aerial systems (sUAS; "drones"). No prior experience is required. Although topics covered may be insufficiently advanced for intermediate- to expert-sUAS users, they are nevertheless highly encouraged to participate and share their knowledge & experience during group work. Topics covered will include sUAS hardware & software basics, current USA rules & regulations, and case studies in state-of-the-art applications including orthomosaic & structure-from-motion (SfM) techniques. Working groups will be used throughout the workshop to develop potential STEM exercises. Read more...
Thursday-Friday Morning Workshops
- Google Earth for Onsite and Distance Education (GEODE) morning workshop. Th-F, 8:30-11:30am.
This workshop will introduce participants to NSF-funded GEODE (geode.net) activities and exercises related to plate-tectonic reconstructions, digital planets, the fold analysis challenge, EarthQuiz, "Reasons for the Seasons," and "A Grand Tour of the Ocean Basins". Also introduced will be virtual samples and outcrops (the construction process, how students access them, and utilization in virtual field experiences) via GigaPan and 3D photogrammetric models. Further, participants will have an opportunity to engage with the activities in preparation for utilizing them in geoscience curriculum. Participants should bring their laptops or other digital devices to the workshop. Participants should bring their laptops or other digital devices to the workshop. GEODE is offering a $600 stipend to enrolled participants who participate in both days of the workshop (see workshop website for the link/more details). Read more...
- Communicating Science to the General Public morning workshop. Th-F, 8:30-11:30am.
Effective communication skills enable practitioners to engage non-experts, inform public opinion and policymakers, inspire the next generation of scientists and voters, and improve our own research process. This workshop takes a hands-on approach to learning the tricks of science communication, focusing on science communication as a conversation. The skills practiced can be applied to all channels of communication, from a public lecture to a social media feed. You will leave this workshop with personal goals for public outreach as well as ideas for incorporating communications training into your geoscience curriculum. Read more...
Monday Events Tuesday Events Wednesday Events Thursday Events Friday Events
Topics related to biogas present rich opportunities for three dimensional teaching and learning crosscutting the undergraduate, teacher-preparation, and K-12 levels. Join us as we explore biogas production and get hands-on with a kit and homemade biogas digester. The workshop team will offer details on ways that teachers can implement the use of digesters in different classroom environments and curricula. Such as, calculating the amount of biogas that would be produced from a certain volume of food waste, determining the size of the digester tank required to produce biogas, and considering applications for the biogas that is produced, including determining how much grid-accessible electricity can be generated from the produced biogas. We propose to show a producing kit set-up at the workshop for teachers. Back in the classroom, teachers can have students work with digesters to generate biogas with food scraps from the school cafeteria.
From the point of view of a student, education looks like a series of learning opportunities that cross educational levels, and add up to their education and job preparation. Successful individuals find their interests, persist across transitions, prepare effectively for the work that they would like to do, and enter into the workforce. How do we make these pathway more visible and accessible to students of all types? In this forum, we will brainstorm the opportunities we have to strengthen learning pathways that connect from elementary and middle school through to the workforce. We will uncover the role of mentoring and the value in explicit signposting for students. In our roles as educators at different levels and in different venues, how can we collectively improve students ability to see the geoscience path ahead and persist to the workforce.