1. Teachers learn science by doing science at the University of Arizona Katrina Mangin*, Richard Thompson*, Margaret Wilch**, Dave Gori*** *University of Arizona, College of Science **Tucson High Magnet School ***The Nature Conservancy Tucson

2. Three programs I’ll discuss today: College of Science Evening Lecture Series and Teacher Course SANITY (Science and Nature in Tandem for Youth) field ecology internship (Tucson High Magnet School) Galapagos Marine Ecology for Teachers

7. Research project Question: Is the climate of Tucson changing, and if so, why? Question: Is the climate of Tucson changing, and if so, why? The goal of this activity is to develop science process skills by designing an investigation into Tucson climate using web resources The goal of this activity is to develop science process skills by designing an investigation into Tucson climate using web resources

8. Western Regional Climate Center

9. Tucson - urban area Ajo - rural area

10. One thing I have done with the info from your class is to get together with my computer lab tech at our school and design a lesson to teach the kids how to use an excel spread sheet. The only experience that I know of that the kids get (at least at Santa Rita and its feeder schools) is if they take AP chemistry. We (the tech and I) decided that we need to create a technology curriculum to help guide teachers grades 6-8 so the general kids (not just GATE or AP) get the advantage of spread sheets, brochures (I'm doing this now with 7th graders and Biomes), powerpoint presentations, scientific posters (astronomy) and anything else we can fit in. The activity of looking for evidence of warming in Arizona was interesting. It would get students working with real data and they would have to develop their own procedures. We teach our students how to create scatter plots in Excel, so this would not be hard to adapt. It is nice because they have to think about what sites to choose to separate generalized warming from urban heat island effect. They must also cope with missing data. They will become familiar with the massive amount of data that is available to scientists and to them. They will then have to consider alternate explanations for the observed patterns. These are all important skills in science and will put them in the driver’s seat, actually doing science instead of just reading about it.

11. The ozone hole is a major cause of global warming

12. Global warming will facilitate the spread of disease and other pests

13. A substantial scientific contingent thinks global warming is part of a natural cycle

14. The conclusions presented by scientists are colored by their political agendas

15. SANITY (Science and Nature in Tandem for Youth)

22. “This experience of working with teachers and students in the field -- especially at the Research Station -- has deeply affected my personal view of myself as a science teacher. The connections I was able to develop with my colleagues, and the insight I gained from working along side students as their equals has had a much greater impact on my enthusiasm and commitment to teaching than any ‘professional development’ I have encountered over the years. ” Gayle Brichert-Albrecht, Science Department Chair, Tucson High, on SANITY, Summer 2006

23. Galapagos Marine Ecology (ECOL 496O/596O) Katrina Mangin (UA) & Dave Gori (The Nature Conservancy)