Unit 2: Climate Change, After the Storm part of Exploring Geoscience Methods
Jeffrey D. Thomas, Central Connecticut State University; Scott Linneman, Western Washington University; James Ebert, SUNY College at Oneonta
The goal of Unit 2 is for students to apply what they learned about the methods of geoscience to complete an authentic and data-rich, lab-based activity to address the following problem: "To what extent should ...

Interpreting the Geologic History of Canyon de Chelly part of Integrate:Workshops and Webinars:Teaching the Methods of Geoscience:Activities
Holly Godsey, University of Utah
The is a two part lesson designed to given in-service teacher an experience in field geology. The lesson is designed by Canyon de Chelly, AZ but can be used anywhere there are outcrops of two or more rock types.

Writing to Support the Theory of Plate Tectonics part of Earth Exploration Toolbook:Writing to Support the Theory of Plate Tectonics
DATA: Topography, EQs, volcanoes, seafloor ages. TOOL: Browser, Learning with Data CD-ROM. SUMMARY: Examine and interpret images to write a paper supporting the Theory of Plate Tectonics.

Peer Instruction part of Metacognition:Activities
Developed by Perry J. Samson Department of Atmospheric, Oceanic and Space Sciences University of Michigan
Peer instruction may offer some of the richest opportunities for metacognitive teaching. Reciprocal (peer) teaching forces the instructor to use a whole series of metacognitive processes such as determining what ...

What Do You Know Now? part of Metacognition:Activities
Developed by Perry J. Samson Department of Atmospheric, Oceanic and Space Sciences, University of Michigan
An opportunity to offer metacognitive teaching arises from the simple question "what do you know now that you didn't before (whatever)"? This simple question can be asked after a reading, a lecture, a lab or other unit of student activity. The thrust is to force the student to consider what they've been exposed to and reflect on what they've learned. Did the activity change their opinion? Did this activity help them identify an analogy?

Challenging Pre-Conceptions part of Metacognition:Activities
Perry Samson, University of Michigan-Ann Arbor
Students carry into class pre-conceptions based on stories they've heard, articles they've read and experiences they've had. One of the best opportunities to teach metacognition is at a 'gotcha' moment when they come to realize their pre-conception is amiss.

Exam #1 part of Metacognition:Activities
Developed by Perry J. Samson Department of Atmospheric, Oceanic and Space Sciences, University of Michigan
The first exam in a class holds an opportunity for metacognitive teaching. At this point the student is open to hearing your message, especially if their outcome is less than they had hoped. This example walks through some strategies for implementing metacognitive teaching wrapped around the first exam.

Metacognitive Prompting Intervention - Science part of Metacognition:Activities
Erin Peters, George Mason University
The model is build on the ideas that students who observe a model, try the thinking task on their own with support, then try another similar thinking task with fading support, will develop self-regulation of the ...