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Earth Observations: Pattern Recognition of the Earth System

This Earth Observation Day program aims to develop participants' observation and pattern recognition abilities in understanding the Earth System. Through detailed visualizations and exploration of various Earth features, participants will enhance their scientific process skills and gain confidence in teaching science to K-8 pre-service teachers. The activities include making observations, analyzing patterns, and hypothesis formation based on visualizations related to natural phenomena such as earthquakes, volcanoes, and biomes. The program utilizes the Scientific Process Activity Model for Inquiry to model various instructional strategies and pedagogies for effective learning outcomes.

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Earth Observations: Pattern Recognition of the Earth System

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  1. Earth Observations:Pattern Recognition of the Earth System Matt Nyman, Amy Ellwein and Michael Crane Natural Science Program University of New Mexico

  2. The learning goals of Earth Observation Day are: • To work on observation and pattern recognition skills. • To learn about the Earth System through observations of specific features and processes on the Earth. Some of these will form the basis for future activities and projects.

  3. The tasks of Earth Observation Day are: • Make detailed observations of visualizations. • Examine relations between patterns of three visualizations. • Hypothesize

  4. Class Context • Natural Science 261L – Physical Science • Mixed lecture/lab course for K-8 pre-service teachers • Content – Physics, Earth Science, Astronomy • Method – 2 x 21/2 hour classes; mixed lab/lecture • Model various instructional strategies and pedagogy

  5. Class Goals • Science content • Transferable activities • Science process and thinking • Confidence in learning, doing and teaching science

  6. Class Goals • Science content • Transferable activities • Science process and thinking • Confidence in learning, doing and teaching science

  7. Framework: Scientific Process Activity Model for Inquiry (AMI)Harwood (2004)

  8. 1, 2, 3, 4, …. 2, 4, 6, 8, …. 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, …

  9. As the wind does blow Across the trees, I see the Buds blooming in May

  10. Other Datasets Crustal thickness Earthquakes Physiography Volcanoes Biomes Population Density Surface Sea T Land T S- and P-wave V Geothermal Gradient Gravity Magnetic Field Intensity Example – Heat Flow: • North-South oriented bands. • Oval shaped bulls-eyes of high mWm-2. • Large areas of 60-85 mWm-2. • Round irregular spaced areas of low mWm-2. • High areas along boundaries in ocean

  11. As a result of this activity, my ability to recognize patterns on the visualizations:

  12. Extensions Integrate visualizations throughout semester

  13. Challenges and Future • Student buy-in • Student frustration w/ not knowing (a good thing) • Skimmers • Data sets on same scale

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