Schedule

A. Introduction (5 hours face to face)

1. “Nuts and Bolts” of WWNFF, facilitator role, and institution providing credit

2. Computer information: who our on-the-ground facilitator will be, etc.

3. Leadership concepts: refer to WWNFF activities on the web, LINK

4. Use of Thought-Provoking questions (Inquiry Method)

5. Pre-assessment (Fox & Fox (see agenda for first meeting)

6. Computer Tutorial (on web and handouts)

B. Observation over a two-week period, including at least one hour face-to-face)

1. Use bulletin board, chat room, other web features

2. Introduce three strand questions

3. Use Text based seminar, brainstorming, readings

4. Offer on/off line readings and information as applicable

5. Post comments and questions to others; respond to comments and questions

6. Use the WWNFF Treasure Hunt for introduction and practice in web surfing

C. Narrowing the field: 10 hours, including face to face meeting

1. Discuss the questions and comments generated on the net

2. Refine research options and interest

3. Select specific questions for inquiry

4. Submit questions to Mentor for approval

D. Online-10 weeks: at least one hour face to face each week

1. Information and Resources (two weeks)

a. Use three 1999 CORE web site labs LINK

b. Narrow on- and off-line background searches to in-depth research on inquiry topic

c. Create lab journal on WebCT, LINK

d. Post decisions for comment and evaluation (Warm/Cool) of scientific validity, correct interpretation, interest-level of topic on bulletin board and e-mail

e. Establish a collaborative website

2. Hypothesis and Design (two weeks)

a. Refine inquiry topic/question to a final workable scientific inquiry question utilizing above feedback

b. Facilitator (Moderator), fellow participants, and participant brainstorm possible investigations that could be experiments, or on-line experiments or off line experiments. Use on-line collaboration bulletin boards.

c. Participants submit the final investigation proposal to the facilitator/ other participants via on-line media (e-mail)

3. Inquiry (four weeks)

a. Participants perform the investigation at home sites, reporting data weekly (?) to share with other participants and facilitator.

b. Participants discuss data, results and implications with each other on-line

4. Sharing Results (two weeks)

a. Participants submit webpage

b. Warm and Cool protocol

5. Winding down and debriefing (10 hours, including face to face)

a. Presentation/discussion of findings to the full group

b. Discussion of evaluation question

c. Post-Assessment

d. Evaluation

Content

The hard science content of CORE Online (like the content of traditional TORCH workshops) will be derived from Woodrow Wilson’s four-week 1999 CORE institute in Environmental Science. Two NSF-funded institutes were held in 1999 at Princeton University/Rutgers-New Brunswick and Costa Rica; institutes are also scheduled for summer 2000. CORE Online will focus on the Princeton/Rutgers curriculum developed by CORE faculty and experience and put online by CORE participants.

Participants explore patterns observed in nature as coupled systems characterized by change, variability, oscillations, and direct and indirect effects. First, participants enhance their understanding of present day weather using mathematical models created at GFDL. They then move on to concepts of global change. Other important concepts are correlation versus causation, scale, synergistic effects, threshold effects, and the policy implications of a systems view of the natural world.

The online curriculum allows participants to share a common frame of reference while learning concepts that can be generalized and adapted to their local environments and situations. Included under each topic area will be links to standards, content, and extensive descriptions of teachers’ inquiry processes as well as suggestions on how their experiences can be translated to the classroom. The sites will include teaching strategies, suggested assessment techniques, and links to online resources.

A. Pre-Course Explanations

1. Inquiry (introduce model and how the workshop models the model [not open inquiry])

2. Computer Skills (how they’ll be integrated per this site)

3. Assessment of Content Area Knowledge

B. Introduction to course

1. Define Inquiry as we use it

2. Content Objectives

3. National Standards (link to standards page)

4. Course Standards

5. Web Norms (link to webpage)

6. Outcomes: More knowledge about Environmental Science, possible Environmental Science curriculum in Global Change, and webpage in groups or individual and leadership skills

7. Learning Styles: LINK

8. Leadership Skills LINK

9. Modeling inquiry: Use Dick Filson’s essay, www.accessexcellence.org/21st/TL/filson

10. Computer demonstration LINK to consultants’ page

11. Group Building LINK

C. Introduction to content

1. Text-based Seminar, face to face

a. Required reading (suggest one)

b. Guided questions (see below)

c. Response on-line on Bulletin Board

d. Send email when through for Warm/ Cool Comments

2. Brainstorming Sessions

3. Global Questions: Global Climate Change

4. Guided Inquiry

D. Inquiry Model

E. Labs at GFDL and Princeton University

1. Atmospheric Modeling URL

2. Microbial Succession (Morel (include bio) GIVE URL

3. Effects of CO2 on Cyanobacteria URL

Lab Strand 1: Atmospheric Modeling

Topic Question: How are models used to depict and predict global processes?

Guided Questions

1. How do changes in the atmosphere effect the climate and local weather patterns?

2. How is the earth and atmosphere like a greenhouse?

3. How can complex atmospheric systems be modeled and what information can be obtained from these models?

4. How does global warming fit into a “freight train” analogy?

5. What are some possible corrections measured to curtail global warming?

6. How are computer models being increasingly used in scientific studies?

7. How do feedback mechanisms relate to the biosphere, atmosphere, hydrosphere, and geosphere?

8. How can we use mathematical date to make physical interpretations

Weather Objectives:

1. Explain the coriolis effect and how it effects the atmosphere.

1. Explain high and low pressures systems (cyclonic and anticyclonic).

2. Describe conditions that produce server weather phenomena such as hurricanes, thunderstorms and tornadoes

3. Distinguish between weather and climate.

4. Read contour maps for temperature, pressure, etc.

5. Describe how the tropical rain belt shifts north and south and its effects on the tropical cloud systems.

6. Explain the conditions that results in El Nino and the effects on climate that result.

Global Warming Objectives

1. Identify major greenhouse gases.

2. Diagram a feedback loop between CO2 and H20.

3. Explain the atmosphere as a “greenhouse”.

4. Identify methods of monitoring changes in atmospheric CO2

Remote Sensing Objectives

1. Describe how various disciplines are integrated to study climate change.

2. Describe how climates are interdependent and how small changes in temperature can make a global impact.

3. Explain how El Nino is a function of the continual cycle of change.

4. Describe how weather and oceanography are monitored and related.

5. How has our perceptions of El Nino changed over the years.

Lab Strand 2: Microbial Succession

Topic Question: How can the global climate be affected by microbial organisms?

Guided Questions

1. What is microbial ecology?

2. What is succession?

3. How is it studied?

4. What effects do different carbon sources and other amendments have on the rate of CO2 evolution from microbial respiration?

5. What is a system and why is the systems approach necessary to understand global climate change?

6. What is modeling and how are models applied?

Objectives: participants will

1. Explain what a system is.

2. Explain the need for systems models.

3. Identify steps in model construction.

4. Identify earth systems as being interactive.

5. Determine why a systems approach is necessary.

6. Explain the difference between positive and negative feedback loops.

Lab Strand 3: Effects Of C02 On Cyanobacteria

Topic Question: How do phytoplankton affect atmospheric carbon dioxide levels?

Guided Questions

1. What is a system and why is the systems approach necessary to understand global climate change?

2. How can complex atmospheric system be modeled and what information can be obtained from these models?

3. How do changes in the atmosphere effect the climate and local weather patterns?

4. How is the earth and atmosphere system like a greenhouse?

5. Explain the feedback loops associated with the concentration of C02 in the atmosphere and earth processes?

6. How have C02 emission effected the balance of carbon in the earth’s reservoirs?

7. What is the role of the ocean in the carbon cycle?

8. How does global warming fit into a “freight train” analogy, and what are some possible corrective measures to curtail global warming?

Objectives

1. Identify and explain the three processes that effect C02 concentration in the atmosphere.

2. Identify and explain the three processes that effect C02 interacting ice age with oceans.

3. Explain how the weathering processes and volcanoes impact C02 concentrations in the atmosphere.

4. Describe where the reservoirs for C02 are located on earth.

5. Explain how anthropogenic C02 emissions have effected the turn over rate of carbon in the environment.

6. Describe the early environment of earth (4 x 10⁹ years) atmosphere and oceans.

7. Describe why iron was precipitated out of the early oceans.

8. Describe the relationship between the CO2 and Fe using a feedback loop.

9. Explain the earth processes that allow Fe to be replenished in the oceans.

10. Identify proposed programs to fertilize the oceans with Fe.

Discussions and Activities

Woodrow Wilson Teacher-facilitators engaged in the following discussions and activities during CORE and will use them with their small groups. More detailed instructions can be found LINK.

1. Implementing NSES Standards: “What would you expect to see in your classroom if NSES were in place?” This becomes one of the overarching questions for the course: In what ways will my classroom be different as a result of my participation in CORE Online?

2. Text-based seminars: Participants read research articles and engage in discussions through an analysis-of-text process. They report back on their successes and obstacles to success for peer analysis and support.

3. Embedding Assessment: If students are genuinely engaging in inquiry and using good scientific methods, do we also need to formally test them? Can portfolios replace multiple choice and short answer tests? Is there value in learning to take traditional tests?

4. Warm/Cool Feedback: A small group conducts an activity or reports on an event with a large group. When the presenting group is finished, the larger group first provides “warm” comments, stating what they liked about the activity. The presenting group members do not respond but take notes. Then the larger group makes “cool” comments or asks questions, pointing out what they didn’t understand or what didn’t work. Only after all comments have been made does the presenting group respond. A full-group discussion follows.