Using DLESE to Improve Delivery in Geoscience Education Holly Devaul and Mary Marlino DLESE Program Center

Digital Library for Earth System Education Supported by the National Science Foundation The geoscience member library of the National Science Digital Library

A collaborative effort to provide support and leadership in addressing the national reform agenda for science education, scientific literacy, and scientific discovery Supports a broad audience of educators and learners: K-12, university, informal education, the public Improve the quality and efficiency of teaching and learning about the Earth system

What does DLESE offer? Free access to learning resources about the Earth System  Lesson plans, computer and lab activities, data visualizations, instructor guides, virtual field trips…  Themed collections about a specific topic  Reviewed collections

Community connections Professional development Opportunities to contribute reviews, tips, provide feedback News and Opportunities 2003 Annual Meeting First Teaching Box workshop, June 04 What does DLESE offer?

Searching in DLESE Keyword, grade level and resource type High school Datasets- In-situ or Remotely sensed Keyword : ozone

Plan to expand to more detailed national standards and map to state standards A growing number of resources are cataloged to standards Search by educational standards

Tools for evaluating resource quality and providing feedback

Moving beyond resource discovery Support for resource selection, use and sequencing Weaving resources together to develop an overall Earth systems approach to teaching and learning Provide guidance for use, but with customization capability to modify for specific learning environments

A collaborative project to create classroom ready instructional units using DLESE resources Teams of teachers, science advisors, interface designers, facilitators What’s in a teaching box? How to translate to electronic? Topics (so far) Evidence for Plate Tectonics Dynamic Weather On-line Teaching Boxes

Overview of box Introductory activity Fossil distribution Earthquakes Volcanoes Sea-floor spreading Culminating activity Overview of the Plate Tectonics Box What is “Exploring the Evidence for Plate Tectonics”? This is an organized set of on-line resources and supporting materials that help teach students to find the evidence for plate tectonics. It is meant to provide an inquiry-based exploration of each of four lines of evidence: fossil distribution the location, depth, and type of earthquakes location and types of volcanoes sea-floor spreading Lessons are organized into teachable units for each of these topics. In addition, we have provided an introductory activity to engage the students and to provide a segue into the theory first proposed by Alfred Wegener. At the end of this unit on Exploring the Evidence for Plate Tectonics, students will have constructed an understanding of the four lines of evidence. An optional culminating activity, In Support of Wegner, is included that can be used as assessment of this understanding. As an understanding of latitude and longitude is essential for several of the activities, an optional teaching unit on this topic is also included. Appropriate for : Middle school, grades 6-8 Time to complete: The introduction, all four topics, and the culminating activity can be covered in as few as 18 class periods and could be expanded to as many as 28 class periods. Several pathways are offered within each topic area, so that teachers can select a suite of lessons that best suits their classrooms. Plate Tectonics Box: Volcanoes as Evidence What’s this Teaching Box | Concepts | List of lessons | Prerequisites | Procedure

Overview of box Introductory activity Fossil distribution Earthquakes Volcanoes Sea-floor spreading Culminating activity Overview of the Plate Tectonics Box Preparatory Lesson Latitude and Longitude Finding yourself in the classroom Introductory Activity: Testing the fit Fossil Distribution as Evidence for Plate Tectonics Fossils Provide Evidence of Past Life Dating of Fossils Fossils of Evidence of Past Environments Fossil Distribution as Evidence for Plate Tectonics: Tying it all together Earthquakes as Evidence for Plate Tectonic Plotting Earthquakes from Real-time Data Fault Types and Plate Boundaries How deep is the earthquake? Earthquakes as Evidence:Tying it all together Volcanoes as Evidence for Plate Tectonics Volcanoes Around the World Volcanoes of Volcano Types and Plate Boundary Types Volcanoes as Evidence: Tying it all together Sea-floor Spreading as Evidence for Plate Tectonics The Earth’s Magnetic Field as Evidence for Plate Tectonics Sea-floor Spreading as Evidence for Plate Tectonics Culminating activity: In Support of Wegener Plate Tectonics Box: Volcanoes as Evidence What’s a Teaching Box | Concepts | List of lessons | Prerequisites | Procedure

Volcanoes: Teaching sequence Plate Tectonics Box: Volcanoes as Evidence Overview of box Introductory activity Fossil distribution Earthquakes Volcanoes Introduction Concepts/standards Teaching sequence Resources Sea-floor spreading Culminating activity There are three lessons in this sequence: 1. Locating Volcanoes Around the World is composed of two activities, which together will take between two and three class periods. 2. Correlation of Volcano Types and Plate Boundaries is composed of four activities, which together will take between four and five class periods. 3. Volcanoes as Evidence: Tying it all Together? is the culminating lesson composed of a single activity that will take two class periods. Students should be able to plot locations given a whole number latitude and longitude. [See Lesson Latitudes and Longitudes] Students should have general knowledge of the structure of the earth, earthquakes, and volcanoes prior to beginning this topic. Students should know the layers of the earth and their composition. Students should know that earthquakes result in movement of landmasses (of varying scale) moving past one another. Types of faults are defined by the direction of movement of the land relative to one another. Additionally, students should know the types of volcanoes, the difference between lava and magma, and the types of eruptions (i.e., explosive vs. non-explosive) that may occur. Questions to initiate cognitive engagement and active learning: What are some volcanoes that you know and where are they? Possibly do a volcano slide show that highlights stratovolcanoes (composite volcanoes) and shield volcanoes; other volcano slides could be included as just a way of reviewing / re-engaging students in volcanoes. Following are two sites where the teacher may gather images for a PowerPoint slide show: Images of Volcanoes (By Region) Getting started | Lesson 1 | Lesson 2 | Lesson 3

Activities | Labs | Demos | Tutorials | Assessments & Rubrics | Lessons Concepts Technical requirements Full description Volcanoes: Resources for the classroom Discover Our Earth, Volcanoes Exercise : A mapping tool. Part of an earth system educational web site that encourages learning for all ages. Snack Tectonics From the teacher resources area of Windows to the Universe. Students create a tasty model that illustrates plate tectonic motions. Blank World Map Small 8.5 x 11” maps. Good for individual student use. Volcanoes: Can We Predict Volcanic Eruptions? Information about why volcanoes erupt in different ways and about separating plates, colliding plates, and hot spots. Concepts Technical requirements Full description Use in teaching sequence Overview of box Introductory activity Fossil distribution Earthquakes Volcanoes Introduction Concepts/standards Teaching sequence Resources Background info For the classroom Sea-floor spreading Culminating activity Plate Tectonics Box: Volcanoes as Evidence Concepts Technical requirements Full description Use in teaching sequence

Volcanoes: Concepts and standards The locations and types of volcanoes provide evidence for plate tectonics Stratovolcanoes (Booming volcanoes) occur at subduction boundaries because the magma originates from the melted crust Shield volcanoes (Fizzling volcanoes) occur at spreading centers because the magma comes directly from the mantle There is more than one type of volcano Most volcanoes are located along plate boundaries Volcanoes only occur in certain locations Types of volcanoes can be identified by both shape and rock composition National standards | Associated resources | Placement in teaching sequence NSES: 5-8: D - Earth and space science: Structure of the earth system Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions. State Standards 6 th Grade Earth Science: California Science Content Standards, Grade 6 Focus on Earth Science - Plate Tectonics and Earth’s Structure Investigation and Experimentation 7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Develop a hypothesis. b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. Plate Tectonics Box: Volcanoes as Evidence Overview of box Introductory activity Fossil distribution Earthquakes Volcanoes Introduction Concepts/standards Teaching sequence Resources Sea-floor spreading Culminating activity

Next steps Continue interface design, translating to web- based, interactive (customizable) environment Classroom testing of the teaching boxes by teachers and students initial feedback by students has been very positive Usability studies of overall product - teacher involvement critical CSTA meeting workshop with 60 teacher participants, many volunteered Iterative design process, working prototype planned for January 2005 New topics!

Submit teaching tips or reviews for the resources you use Suggest new resources for the library Attend an annual meeting Participate in user testing of new library services Opportunities to get involved