The investigation that I implemented was an adaptation of the EET chapter, Using Globe Data to Investigate the Earth System. Students examined soil moisture at 10cm and 90 cm in addition to temperatures and rainfall data over a two-year time period as part of our Earth System Science Analysis unit. Students worked in groups of two to three as they learned how select multiple data sets to be graphed using the GLOBE graphing tool. The groups first looked at data over a two-year period to investigate longer-term trends and/or cycles and then focused their attention on three-month intervals for a more detailed look. The students learned how to select data for three-month intervals and then assemble each of these graphs in order to have a close up look at the data over an entire year. They groups were investigating the interaction of the various spheres, reservoirs, and processes relating to the patterns of change throughout the year with respect to soil moisture, vegetation, and weather.
I navigated through the GLOBE data site to create a link for the data set that our class was to use (Reynolds Jr./Sr. High in PA) and created link that was saved onto a server accessible to the students. I also created a link to the EET chapter, Using Globe Data to Investigate the Earth System. I had students then follow the step-by-step instructions of the EET chapter while making some modifications. For example, rather than printing each GLOBE graph (I think their were a total of six), I had the students copy and paste the graphs onto a Word document. After two days in the computer lab, I had one person from each group of three actually print their graphs. For anyone who did not finish, I made a many photocopies of a master set of graphs that I had prepared a head of time. We spent another two days back in our classroom assembling our graphs and analyzing the data.
I thought that the students were engaged and explained that although some were frustrated by the GLOBE graphing tool and the complexity of the task, that it was valuable to see how data collected by others could be organized in ways that allowed for in depth analysis. The EET chapter instructed students to analyze as they went for each data set where as I had them just save their graphs and wait for the analysis. I did this because I was only able to have the computer room for two consecutive days. Upon reflection, saving the analyses for the end made that task seem somewhat tedious, repetitive, and confusing as students were not always sure which graph they were to be analyzing. I think I would streamline the steps, have students save or print fewer graphs, and write a more concise set of analysis prompts. In the end, the students were asking complex and thinking critically about the exchange of reservoirs taking place in the hydrosphere and making connections to seasonal patters and thinking about their causes.
I navigated through the GLOBE data site to create a link for the data set that our class was to use (Reynolds Jr./Sr. High in PA) and created link that was saved onto a server accessible to the students. I also created a link to the EET chapter, Using Globe Data to Investigate the Earth System. I had students then follow the step-by-step instructions of the EET chapter while making some modifications. For example, rather than printing each GLOBE graph (I think their were a total of six), I had the students copy and paste the graphs onto a Word document. After two days in the computer lab, I had one person from each group of three actually print their graphs. For anyone who did not finish, I made a many photocopies of a master set of graphs that I had prepared a head of time. We spent another two days back in our classroom assembling our graphs and analyzing the data.
I thought that the students were engaged and explained that although some were frustrated by the GLOBE graphing tool and the complexity of the task, that it was valuable to see how data collected by others could be organized in ways that allowed for in depth analysis. The EET chapter instructed students to analyze as they went for each data set where as I had them just save their graphs and wait for the analysis. I did this because I was only able to have the computer room for two consecutive days. Upon reflection, saving the analyses for the end made that task seem somewhat tedious, repetitive, and confusing as students were not always sure which graph they were to be analyzing. I think I would streamline the steps, have students save or print fewer graphs, and write a more concise set of analysis prompts. In the end, the students were asking complex and thinking critically about the exchange of reservoirs taking place in the hydrosphere and making connections to seasonal patters and thinking about their causes.
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