Engaging Students in Sustainability Issues: Investigative Cases, Tools and Data Margaret Waterman, Ph.D. Southeast Missouri State University IUBS Symposium, Education for Sustainability Washington, D.C. May 13, 2007

Agenda Engaging Diverse Learners with Cases Choosing Resources & Tools and Data: Local and Global Structuring Assessment through Student Products

What’s for Lunch ? At the University of Minnesota lunchroom Yuki had just ordered fresh orange juice and an organic sushi plate. Now it was Elise’s turn. “Cheeseburger and milk, please,” Elise told the waiter. “How can you eat that?” Yuki asked when the waiter had gone. “It costs so much.” “What do you mean? It’s only $2.95 on special. And I’ve earned it after all my workouts at the gym.” “That’s not what I’m talking about,” Yuki said.

Yuki pulled out a magazine and showed Elise this page.

What do you think this mini case is about? What do you already know that relates to this case? What do you need to know to understand the case? CASE ANALYSIS: What specific questions do you have about these topics? With your group, list what you already know that is related to the case. List questions you would like to learn more about in the Need to Know side of the chart. What Do I Think I Know? What Do I Need to Know?.

Footprints “I’m glad I don’t live on a 200 acre farm like you, Sam!” teased Sue as the two friends hurried into their Biology class. “Why?” asked Sam, “Weren’t you just complaining about living in your parent’s downtown condo?” “Well, that’s true,” Sue admitted, “But I was thinking about today’s class assignment on sustainability. I bet you have the biggest footprint in the whole class.” Much to Sue’s surprise, Sam didn’t look all that concerned. He held out his hand and replied confidently, “I’ll take that bet!”

Online Tools: a global resource used locally

Questions from Footprint Quiz Food: amount of meat, how much food is local Goods: how much waste is produced Shelter: size of home, number of people, availability of water and electricity Mobility: kinds of transportation, car pooling, air time, fuel efficiency

The Results Sue Sam

Agenda Engaging Diverse Learners with Cases Choosing Resources & Tools and Data: Local and Global Structuring Assessment through Student Products

Model

Online Resource with Local Interest

Global Data and Visual Resource CO 2 accounts for 77% of greenhouse gas emissions globally Navigating the Numbers: Greenhouse Gas Data and International Climate Policy

World Resources Institute, 2005, Navigating the Numbers, pp. 4,5 Global Data and Visual Resource

Global Data: Agriculture and GHG Navigating the Numbers: Greenhouse Gas Data and International Climate Policy

Global Data Resource: One Policy for All? Navigating the Numbers: Greenhouse Gas Data and International Climate Policy

Sources of GHG by Level of Economic Development Navigating the Numbers: Greenhouse Gas Data and International Climate Policy Global Data Resource: One Policy for All?

Data Long Term Ecological Research Network

Data Set of Monthly [CO2] Mauna Loa Observatory

Interactive Data Source

Visual Data NOAA Carbon Tracker

Agenda Engaging Diverse Learners with Cases Choosing Resources & Tools and Data: Local and Global Structuring Assessment through Student Products

Assessing Learning Have students develop products that result from problem collaborative problem solving: –The Know/ Need to Know Case Analysis –A brochure for a local middle school on ecological footprints –Poster for the cafeteria wall on carbon footprints of various foods –A website on the factors to consider in purchasing automobiles with lowest carbon footprints.

Exam Questions: Use Results Sue Sam Explain Sam’s smaller footprint using two factors that affect carbon usage.

Investigative Case Based Learning ICBL blends two established methods: cases and scientific inquiry –The cases provide a context for learning. –Students engage in investigations related to the case. This includes lab, field, and computer activities. Instruction is organized around the BioQUEST 3Ps.

The BioQUEST 3Ps The BioQUEST philosophy is based on the activities of practicing scientists. Problem posing Problem solving Peer persuasion

Key Questions for Planning to Teach with a Case What is something related to the case that students could investigate? What resource might be useful in a student investigation ? What kinds of products could students produce related to this case?

Investigative Case Resource:

Lana McNeil Northwest Campus College of Rural Alaska ICBL Case Module

Learn More about Cases utauqua/courses.cfm?course_id=1 17&mode=detail

Dr. Ethel Stanley, Director of BioQUEST, Beloit College Funding: Collaboration and Funding Engaging People in Cyberinfrastructure

Thank You!!