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2013 GK-12 Belize Program

2013 GK-12 Belize Program. Rebecca Sanders-DeMott Ryan Keser. Engage firsthand in global change research Develop K-12 curriculum modules for classrooms in both the US and Belize Create partnerships between K-12 teachers and students in Belize and the US

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2013 GK-12 Belize Program

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  1. 2013GK-12 Belize Program Rebecca Sanders-DeMott Ryan Keser

  2. Engage firsthand in global change research Develop K-12 curriculum modules for classrooms in both the US and Belize Create partnerships between K-12 teachers and students in Belize and the US Afford graduate students opportunity to broaden their research Program Goals

  3. Participants BELIZE Eden Garcia: UB Biology Instructor Carolyn Williams: UB Faculty, Education JonelleO’Brien, UB Pre-Teacher Loretta Sorano, UB Pre-Teacher BOSTON Nathan Stewart: BU Researcher Assistant Professor Ryan Keser: Science Teacher, Brookline Scott Hess: Science Teacher, Brighton Margaret Hendrick: BU Glacier Fellow Rebecca Sanders-DeMott: BU Glacier Fellow

  4. Itinerary Days 1-5: La Milpa Research Center, Rio Bravo Conservation Area Day 5: Belize Zoo Day 6-10: Calabash Caye Field Station, Turneffe Atoll near Belize Barrier Reef Reserve

  5. Experience-Based Curriculum Design Process Research Experience Cultural Experience Mind Mapping Backwards Design Process Curriculum Writing and Editing

  6. La MilpaEcoLodge and Research Center • Rio Bravo Conservation Area • Semi-deciduous subtropical moist upland forest • La Selva Maya • includes areas of Guatemala, Mexico, and Belize as the 2nd largest continuous tropical rainforest with 240 tree species

  7. Research Experience • Identification of birds, amphibians, herbs, trees, insects • Biomass assessment: Tree height and circumference • Ecological indicators: Old growth and new growth

  8. Rio Bravo Conservation Area Carbon Sequestration Plots Established in 1996 under the U.S. Initiative on Joint Implementation, in collaboration with the Nature Conservancy, We Energies, and U.S. energy companies as a 40-year project

  9. Cultural Experiences Mennonite farming and Belizean food economy Ancient and modern Mayan civilization and culture

  10. Calabash Caye Field Station • Belize Barrier Reef - 280 km, 2nd Largest in world • Turneffe Atoll, seagrass beds, mangroves • Habitat for threatened American crocodile, Hawksbill sea turtle, Antillean manatee and Nassau grouper.

  11. Research Experience • Identification of invertebrates, fish • Community survey transects • Ecological indicators: parrot fish and Diadema

  12. Environmental Research Institute Ongoing Research • Research and monitoring • Coral reef, mangrove, seagrassecosystems • Coral bleaching monitoring • Coral spawning • Monitoring of reef herbivores • parrotfish and Diadema • Lionfish monitoring • Seagrass Net monitoring • Inventories and environmental assessments • Biodiversity and environmental monitoring • Restoration and rehabilitationmonitoring Boston University establishing long term monitoring sites

  13. Cultural Experiences Garifuna dancing… Sustainable conch shell fishing

  14. Environmental issues in Belize • Conservation and Economics • Energy Independence • Food security • Tourism industry

  15. Mind mapping Connecting the big ideas

  16. Backward Design Process Establish learning goals Students will explore the role that trees and forests have in global carbon sequestration.

  17. Backward Design Process • The increase of green house gasses in the atmosphere is causing climate change, which is changing ecosystems- • When in tact, natural carbon storage provides an ecosystem-service that currently tempers climate change, as humans go about their activities. • Human activities are significantly affecting land, ocean, and atmosphere and those changes are altering global climate patterns. Human choices have the power to modify the current trajectory of global climate change. • Some systems are experiencing change at a more rapid rate than others. Certain species in these systems can be monitored as indicators of change. Establish learning goals Identify “Big Ideas”

  18. Backward Design Process Establish learning goals Identify “Big Ideas” Develop essential questions • Where is carbon produced (sources) and stored (pool) and how do humans perturb this cycle? • How do different ecosystems respond to long-term changes in climate? • How do our energy choices impact climate change? • Are there choices you, as a global citizen, can make to mitigate human impact on climate?

  19. Curriculum Writing and Editing • Partner-Teams • Lesson Introduction • Teacher Instructions • Student Worksheets Group Editing Post-trip Processing

  20. Program Outcomes Unit 1: Forest Carbon Sequestration  Unit Summary Unit Outline Part 1: Measuring Up Part 2: Model Measures Part 3: Stand and Deliver Unit 2: Marine Carbon Sequestration Unit Summary Unit Outline Part 1: What’s Going On? Part 2: Who Eats Who? Part 3:Walk the Line. Part 4: Making Sense of Data. Part 5: Make a Model

  21. Background Information and Teacher Instructions

  22. Materials and Student Worksheets

  23. Assessments

  24. Where are we going? • Finalize curriculum • Implement in classrooms • Disseminate to broader community (NSTA) • Develop new themes and experiences for new cohorts

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