1 / 21

Welcome

Atmospheric Science and Climate Literacy Workshop 27-29 November 2007 UCAR Center Green Auditorium. Session 1: 8:30 – 10:15 am - Overview and Orientation on Atmospheric Science and Climate Literacy.

glenys
Download Presentation

Welcome

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Atmospheric Science and Climate Literacy Workshop27-29 November 2007 UCAR Center Green Auditorium

  2. Session 1: 8:30 – 10:15 am - Overview and Orientation on Atmospheric Science and Climate Literacy

  3. 8:30 am Welcome, Workshop Charge, Definition of Atmospheric Science and Climate Literacy, and Relationships to Other Earth Science Literacy Efforts – Roberta Johnson and John Snow

  4. Welcome Who’s here? • ~55 in-person participants including leading scientists, educators, policy specialists • ~40 On-line participants • Participating via blogs during breakouts and plenary • Video conference participants from NSF and Goddard • Volunteer facilitators and online participant liaisons

  5. Workshop Charge Formulate and build consensus for the Essential PrinciplesandFundamental Conceptsthat comprise a framework forAtmospheric Science and Climate Literacy

  6. A Definition Atmospheric Science and Climate Literacy  the scientific knowledge and understandings an individual must have to meaningfully communicate about Earth’s atmosphere and climate and make informed and responsible decisions • For organizational and practical purposes, the required knowledge and understandings are expressed in terms of a few overarching Essential Principles and a limited number of supporting Fundamental Concepts

  7. Relationships to Other Earth Science Literacy Efforts Earth System Literacy • Ocean Literacy • Climate Literacy • AMS Education Program: “Earth's Climate System Paradigm” • Overarching Earth System Literacy Strategy • Atmospheric Science and Climate Literacy

  8. 8:45 am – Building a Framework for Earth System Literacy – Jill Karsten9:15 am – Reflections on Earth System Science & Environmental Literacy – Susan Buhr 9:45 am – The Ocean Literacy Plan - Sarah Schoedinger 10:00 am – Plan for Session 2 Essential Principles Breakout Groups and Logistics – John Snow and Roberta Johnson

  9. 10:00 am Plan for Session 2 Essential Principles Breakout Groups and Logistics – John Snow and Roberta Johnson

  10. Essential Principles  “Big Ideas” Each Essential Principle … Is a pithy statement that captures the essence of a system Organizes more detailed concepts into a coherent whole Stands alone  Would never fit “under” another concept or principle

  11. Fundamental Concepts  “Important Details” Each Fundamental Concept … Supports one or more Essential Principles Represents foundational knowledge without which it would be impossible to understand an Essential Principle and possibly even other Fundamental Concepts Can be deconstructed (unpacked) into sub-concepts that must be introduced at age- and developmentally appropriate times (grade levels) in order to lead to an understanding of the fundamental concept Is not an example or simple factoid

  12. Example from Ocean Literacy 1 1 The Earth has one big ocean with many features a The ocean is the dominant physical feature on our planet Earth—covering approximately 70% of the planet’s surface. There is one ocean with many ocean basins, such as the North Pacific, South Pacific, North Atlantic, South Atlantic, Indian and Arctic. b An ocean basin’s size, shape and features (islands, trenches, mid-ocean ridges, rift valleys) vary due to the movement of Earth’s lithospheric plates. Earth’s highest peaks, deepest valleys and flattest vast plains are all in the ocean.

  13. Strawman for ASCL 1 Earth is surrounded by a thin atmosphere whose composition and structure has coevolved with all living things a The atmosphere is a mixture of gases (commonly called "air") containing approximately 78% nitrogen and 21% oxygen. Other important gases include argon, carbon dioxide, ozone and methane. The atmosphere also contains a highly variable amount (averaging about 1%) of water vapor. b Earth's atmosphere consists of a series of layers defined by their chemical and thermal characteristics. From the surface up, these are the troposphere (which includes the planetary boundary layer), the stratosphere, the mesosphere, and the thermosphere.

  14. Practical Considerations • Targets K-12 (formal and informal) • Competition for classroom time • 6 to 8 Essential Principles (7 = “ideal”) • 25 to 30 Fundamental Principles (4 to 5 for each Essential Principle) • Mantra for the workshop: Less is more!  fewer are better • Rough parallelism to the 7 Essential Principles for Ocean Literacy??? • Earth System approach  inherently interdisciplinary; ties to ocean, solid earth, life

  15. Instructions for Breakout Groups • For Session 2 “Essential Principles Breakout groups”, participation is assigned • 6 groups of ~10, each to come up with set of candidate Essential Principles in 90 min • Facilitator and Online Participant Liaison (OPL) assigned to each group • Select a Recorder from participants who will be responsible for recording EPs and advocating in plenary • Recorder passes ppt with EPs to OPL, who will get them on computer for afternoon report outs and plenary session • Recorder also transcribes EPs to large Post-its for discussion after lunch

  16. Essential Principals Breakout session: <insert # here (2a, 2b, etc.)> Recorder: <insert name>

  17. Final Step • At the end of the breakout session, the Recorder should save this file, using the following naming convention:ascl_breakout_<session#(2a, 2b, etc)>.ppt eg., ascl_breakout_2c.ppt • Once you have saved the file, please transfer it to your session’s OPL, who will upload it for use in the following plenary.

  18. Instructions for Breakout Groups, cont. • In the afternoon, we will discuss sets of candidate EPs from 6 groups and come to consensus  working draft of framework of 6-8 EP’s • Choice of breakout groups in Wednesday sessions on FCs, with proviso that we may need to do some balancing of groups • We will run through full set of EPs twice, so that each participant will have a chance to contribute to FC discussion in up to 4 EP breakouts

  19. Set of consensus FCs EP7 FCs6 assigned EP7 FCs8 Session 2 EP6 EP5 EP6 FCs6 EP7 FCs EP4 EP6 FCs8 Set of Consensus EPs EP5 FCs6 EP3 EP6 FCs EP5 FCs8 Sessions 3-4 EP2 EP4 FCs5 EP5 FCs EP4 FCs7 EP1 EP3 FCs5 EP4 FCs EP3 FCs7 EP2 FCs5 EP1 FCs5 EP2 FCs7 EP3 FCs EP1 FCs7 EP2 FCs Sessions 8-9 choice EP1 FCs

  20. Logistics • Rooms • Facilitators stand up and show signs • Breakout codes on name tag

  21. Break!

More Related