Initial Publication Date: September 20, 2024

Notes:

January 13, 2022

  • Scientist Spotlights- not a good spot to place in Unit 1
  • Need to talk about the inclusive strategies we are using (TILT assignments) and talk the students through the first assignment and tell why we use it; Have guidelines for inclusive discussion strategies; Materials incorporate diverse scientists (scientist spotlights)- have a final assignment where students write a scientist spotlight about themselves.
  • Mark will review Unit 7, will work on revisions!
  • Angela will try to make a video script for Acadia National Park slides (to be put in Unit 1 Module 2 HW), will try to create a scientist spotlight HW sheet.
  • Beth will look through Scientist Spotlight Assignment from colleague, will review Unit 5 and revisions for Unit 3/6, and create syllabus.
  • Karen will keep piloting the stellar materials! Will make sure Unit 2 is ready to go!

January 4, 2022

  • Mark will review Unit 7 and revise Unit 3/4 in the next few weeks.
  • Angela will review Unit 6
  • Beth will review Unit 5
  • Karen will start working on the Scientist Spotlights if she has time before classes start.

December 9, 2022

Each member will review one of the modules and report back during our next meeting.

  • Mark- Module 1
  • Beth- Module 2
  • Angela- Module 3
  • Karen- Module 4

Two hour meeting Weds January 4th 9am PST/ 12pm EST

September 9, 2022

Still working on the stuff from last week and getting resources together. Will have modules completed by Sept. 15th and then will review each other's modules.

We will start working on the landing page text next meeting and then tell Anne we are ready for Checkpoint 3.

August 26, 2022

All will work on addressing Anne's comments for Check point 2 and write responses on the new google doc.

All will adjust the exit ticket to fit into the last module of their Unit

Angela will update Unit titles and email Bradlee to make changes to the ES Landing Page.

We are going to review each other's modules:

  • Angela- Modules 1 and 2
  • Mark- Modules 3 and 5
  • Beth- Modules 5 and 7
  • Karen- Modules 4 and 6

The plan is to have our modules completed by Sept 8th and peer reviews done by Sept. 12th.

Changes should be made based on feedback and completed by Sept. 15th.

July 15, 2022

Earth Educator's Rendezvous Meeting- Checkpoint 2 completed! Woohoo!

All will work on addressing Anne's comments for Check point 2

Mark will start working on a coastal flooding portion

Angela will start finding data/resources to complete her modules

Karen and Beth will work more on their modules

June 3, 2022

Phase 1 deadlines:

  • Checkpoint 2 (something on every Unit page): July 1st
  • Checkpoint 3 (setting a date for review): September 15th
  • Checkpoint 4 (reviewing materials against the rubric): October 15th

Phase 2 Pilot Testing:

  • Spring 2023

Phase 3 Revision:

  • Summer 2023 and Fall 2023

Phase 4 Final Pilot and Revision:

  • Fall 2023 and/or Spring 2024

Phase 5 Final Revision:

  • Spring 2024

April 8, 2022

Goals:

  • Angela will work on Meteorology slides and assignments to present at the next meeting.
  • Karen will work on making progress on Unit 2
  • Mark will work on making progress on Unit 3
  • Beth will start to think about Unit 2 and make progress on that. 

March 25, 2022

Goals:

  • Angela will work on Meteorology slides and assignments to present at the next meeting. 
  • Karen will incorporate Angela's comments into Unit 1 and sketch out some ideas for Hazards Unit Template. Karen will send Anne an email requesting a webinar topic of "Engineering and Design" and will send Emily/TIDeS a list of topics for VisionLearning. 
    • Different types of weather stations:
      • Thermometer
      • Rain Gauge
      • Snow Stake
      • Wind Direction Vane
      • Anemometer
      • Cloud Chart
      • Barometer
      • Hygrometer
      • Sling Psychrometer
    • Soils
      • Definitions
      • Soil horizons
      • Soil erosion
      • Water
      • Wind
    • Severe Weather
      • Hurricanes
      • Urban stormwater
  • Beth will make sure her unit is organized and consider Angela's comments. She will start work on PPT and Slides. She will try to test out part of the Hurricanes in her class. 
  • Mark will get a draft of the landslides done for next meeting. 

March 11, 2022

Question for Anne: What aspect of design are we striving for in these activities?

Goals: see below.

Also, start creating powerpoints/resources for instructors to use

February 25th 2022

Goals for next 2 weeks 4 weeks:

- All: Look at other's progress and have comments for next meeting. See how you can incorporate Human Connection Piece and SEP circle. Double check that you are linking course outcomes to the unit outcomes.

- Karen: Will have Unit 1 more towards completion

- Beth/Angela/Mark: Will continue working on their units. Will make lectures to go along with Unit.

February 11th 2022

Goals for next 2 weeks:

- All: Look at vision learning resources and find gaps

- Karen: Make more progress on Unit 1

- Angela: Make more progress on anything

- Beth: Make more progress on Unit 5

- Mark: Map what you've done in Unit 4 onto the google doc page

Next Meeting: Mark/Angela will present their work for feedback

January 14th 2022

Goals for next week:

- Beth will think of SEP to link to her unit.

- Angela will add to Karen's worksheet

- Karen will think about how to incorporate Unit 4 atmosphere activity set up into unit 1

_______________________________________________

Unit 4. Earth's surface.

  • NGSS Science and Engineering Practices. From InTeGrate "Hazards from flooding." These are a starting point for further work. It is anticipated that the TIDeS materials will support a high school level implementation of all of these practices.
  • See how we can scaffold and create "arches" within each section/unit.
  • Goals and objectives. From InTeGrate "Hazards from flooding." These are a starting point for further work.
    • Describe that flooding is periodic and probabilistic, caused by short-term and annual meteorological factors, and can have profound impacts on humans living along a river system. With respect to the planned focus on a single location (e.g., Houston, TX), activities will also have students explore hydrologic data for their own communities or locations in which they are interested.
      • Objective 4-1. Students will interpret hydrographic and meteorological data to draw conclusions regarding the interaction between precipitation, discharge, and flooding.
      • Objective 4-2. Students will calculate recurrence intervals of major flooding for one river system using stream gauge data.
      • Objective 4-3. Students will define a "100-year flood" and explain why floods of that magnitude can occur in successive years.
      • Objective 4-4. Students will describe hazards associated with a river system and evaluate their impact on ecosystems and human society.

Dec 13th 2021

Goals for next week:

  • Each of us will review Anne's feedback and assign/elect potential Science and Engineering Practices to it.
  • See how we can scaffold and create "arches" within each section/unit
  • Define unit learning outcomes for each specific unit focused on content that students will cover

__________________________________________________________________

Monday 10/25/2021

Karen's Syllabus: https://docs.google.com/document/d/13pxLi-CZhwQPT7sizPmBnZRelsDRNSNbw-ietO6Gylo/edit

Emily Pope's email address: emily@climatenow.com

What are the big topics that our courses cover?

Draw from Earth Science Literacy documents es_literacy_6may10_.pdf (Acrobat (PDF) 18.6MB Oct25 21) and the Earth and Space Sciences NGSS disciplinary core ideas

  • Astronomy
    • Earth is 4.56 Ga
    • Earth's place in the solar system
    • We can apply Earth Science concepts to other parts of the solar system. What we know about physics/chemistry on Earth can be applied to other planets
    • objects in the solar system and properties of planets
    • how we study the solar system
    • stars and life cycle of stars
    • sun structure/ Earth structure
    • phases of the moon, eclipses
    • seasons, planetary motion
    • geology of other planets
  • Oceanography
    • waves and wave properties
    • coastal erosion/ changes
    • sea level rise
    • ocean circulation/ layers of the ocean
    • estuaries/ wetlands
    • ocean pollution
    • fisheries management
    • marine sediments
    • marine provinces (geography, bathymetry)
    • methods in oceanography
  • Geology
    • plate tectonics, includes Earth structure
    • rocks, minerals, oil/gas/etc. (Earth's Resources)
    • hazards (human interactions): earthquakes, volcanoes, landslides, floods, tsunamis
    • water resources
    • time, how we can figure out when things happen
    • surface processes: glaciers, mass wasting, meteorology and oceanography connect
  • Meteorology
    • weather
    • climate
    • hurricanes
    • ocean/atmosphere circulation
    • paleoclimate and climate change
    • El Nino
    • cyclones
    • high pressure/ low pressure
    • wind belts, climate zones, Koppen classification

Outcomes: (focus on cross-cutting ideas)

  • Process of science/nature of science
    • observations vs. interpretations
    • ways of knowing
  • Scale (temporal, spatial, etc.)
  • Societal relevance/impact, Relationships between Earth and Humans
  • Earth processes- driven by the movement of energy and matter
  • Connection to local examples

Draft outcomes written independently (working toward consensus):

Process of Science:

  • Discuss and demonstrate the nature of science and determine that observations lead to understanding natural processes
  • Analyze and interpret observations/ data to deduce the (astronomical, geological, meteorological, oceanographic) processes involved
  • Demonstrate the process of science through observations, questioning, data acquisition, and interpretation.
  • Demonstrate the process of scientific investigation including posing a Q, designing a study, collecting and analyzing data, and communicating results
  • Evaluate scientific claims in terms of the strength of evidence and reliability of data sources (types of data, assumptions)

Scale:

  • Compare and contrast scales of Earth Science processes or events and explain the impact of these events on the Earth and its inhabitants.
  • Apply an understanding of deep time to explain a change in the Earth
  • Compare the temporal and spatial scales of (astronomical/Earth) processes

Societal Connections:

  1. Investigate Earth's relationship with humans and present (potential) solutions to societally-relevant issues
  2. Apply critical thinking to analyze and interpret data to make informed decisions about societally-relevant issues
  3. Explore societally-relevant issues and analyze and interpret data to make informed decisions.
  4. Use the analysis and interpretation of Earth data to inform decisions about societally-relevant issues
  5. Analyze and interpret data to make decisions about societally-relevant issues
  6. Apply Earth Science concepts and critical thinking to personal or societal decision making
  7. Apply science to solve problems and analyze societal issues relevant to them
  8. Describe ways in which the Earth sustains them and they affect the Earth
  9. Describe a natural hazard and the methods humans use to prevent or mitigate damage
  10. Direct from NGSS: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
  11. Describe an example of a local geological or meteorological phenomenon and and its impact on the local community.
  12. Make connections with local examples

Earth Processes:

  • Model Earth's processes and explain that these processes are driven by the movement of energy and matter
  • Describe how the movement of energy and matter drive Earth processes and connect Earth systems
  • Describe connections between the Earth and the universe around it

We would like to incorporate student led investigations (both content and processes).

We should have an outcome that is about the process of science. Students will be able to go through the process of science. Should we have an outcome that is about posing a relevant question? Or gathering and analyzing data? Or communicating the results of an investigation through writing or graphs, etc.?

What are the fundamental things that you need to be an Earth Scientists? What are the most important things that citizens should know (especially future teachers). https://www.earthsciweek.org/big-ideas

The nature of science is a strong recurring theme/focus. Having multiple lines of evidence for these "big ideas"- radiometric dating, fossils, stratigraphy, etc. Start with investigation as an Earth Scientist, what tools will you need?

Earth Science is very interdisciplinary.

Tuesday, October 26 Notes:

Discussion about potential common elements across modules to provide structure:

What we're supposed to be working on now:

Develop timeline for reaching checkpoints in time for teaching with materials

  • Everyone except Karen will be pilot testing the new course in Fall 2022, Karen teaches course only in Spring, but everyone else is teaching their course every semester
  • Perhaps have official pilot in Spring 2023 but have a "soft start" in Fall 2022 where we test some of the modules
    • Checkpoint 1 submitted by December 1, 2021
    • Checkpoint 2 submitted by July 1, 2022 at the latest. In reality we would like to have this done by May 1, 2022 so that we can get feedback and then decide which half of things to start developing in detail first
    • Checkpoint 3 would be September 1, 2022
    • Checkpoint 4 for Spring 2023 pilot-- need to have everything finished and ready for review by October 15, 2022 at the latest

Make a communication plan for working remotely with your team

  • want to meet regularly and have deadlines
  • use the group email address: tides_earthscience@serc.carleton.edu
  • have a meeting every two weeks
    • potential times for Fall 2021:
      • Friday after 12:30 PT (Angela); 12:45-1:30 CT (Mark)
      • Monday after 10:45 am PT (Mark), generally good for Beth, after 1;30 PT,
      • Thursday after 3:30 ET (after 1:00 PT)
      • Monday 1:30-2:00 PT, 2:30 -3:00 MT, 3:30 - 4:00 CT, 4:30 - 5:00 ET every other week starting Nov 8. Karen will send calendar invite with Zoom link
    • potential times for Spring 2022:
      • Thursday: after 3:00 ET (Beth), after 1:00 PT (Mark)
      • Friday: after 9:30 am PT (Mark)
      • Fridays from 10:00 - 11:00 PT every other week starting January 14, 2022. Karen will send calendar invite with Zoom link

Complete description/outline and goals

  1. Demonstrate (or implement?) the process of scientific investigationApply scientific inquiry through the iterative use of developing questions, data collection, analysis and interpretation, and communicating results
    • Formative Assessments throughout: repeating assignment that asks students to choose a way to communicate results from an activity (e.g. infographic, brochure, poster, talk, etc.). Reflect on what they think/know/feel confident in doing related to scientific process
    • Summative Assessment: Design and complete a scientific investigation and communicate the results. Pick a phenomenon (scaffold assignment so that there are check points and feedback along the way = formative assessments)
  2. Analyze and interpret data to make decisions about societally-relevant issues
    • Formative Assessments: should be practicing this and providing examples throughout. Reflection quiz. Clicker-type questions in class
    • Summative Assessment: ask students to make decisions based on data
  3. Model how the movement of energy and matter drive Earth/Astronomical processes and connect Earth and/or Space systems
    • Formative Assessments: should be practicing this and providing examples throughout. Reflection quiz. Clicker-type questions in class. Concept maps.
    • Summative Assessment: Each unit includes a model
  4. Maybe write an outcome about confidence in ability to do science, comfort with science, science identity (Affective domain)
  5. Soft Skills: teamwork, communication, critical thinking, problem solving
  6. Compare the temporal and spatial scales of (astronomical/Earth) processes

Outline learning objectives, activities, and formative assessments that build up to course-level goals and assessments

Consider key datasets, scientists, etc.

Wednesday, October 27 notes

emily@climatenow.com 

Discussion about units within the course:

 

Unit 1: Process of science, sources of data (Karen*)

Unit 2: Astronomy (Angela* and Beth)

Unit 3: Geology (plate tectonics, hazards, Earth materials & resources)

  • Tectonics and hazards (Karen* and Mark)
  • Earth materials and resources (Beth and Karen)

Unit 4: Geology (hydrology, surface processes, glaciers --> climate)

  • Surface processes (Angela)
  • hydrology (Mark*)

Unit 5: Atmosphere (Angela* and Karen)

Unit 6: Oceans (Beth* and Mark)

Goals for the next two weeks:

  • Come up with a motivating question/phenomena and summary for your assigned unit(s)

Summary for Assigned Units:

  • Unit 1:
  • Unit 2:
  • Unit 3: 
  • Unit 4:
  • Unit 5:
  • Unit 6: