Climate Connections

EXPLAIN

I have known a little about the soil microbes in the arctic, but the video Soil Microbes and Global Warming provided more details about how soil microbes increase greenhouse gasses.  And although, I know of forest succession, I did not apply that to global warming changing the environment changing to favor boreal forests.  The video clip about La'ona DeWilde continued to provide an example of how both ways of knowing can be used to enhance one's ability to understand the world.  DeWilde is a great role model and students that observe people that they can relate to allows them to see themselves in that role.  Providing that opportunity to interact role models that students can relate to is essential.  Lastly, I think it was very important for the researchers to involve the community and specifically the students in the research.  It gives a voice to the village and it provides the students with an opportunity for authentic scientific study.  When we can provide students with experience with authentic science research, we are telling the students that we believe in them and the work they do matters.  My current challenge is how do I engage students in authentic research!?  

NASA Electromagnetic Spectrum

EXTEND

This week's interactive websites and videos had a direct correlation to the content I am currently teaching, chemistry.  Using the video clips to teach about the elements and the origins of the elements would be very effective.  In addition, when teaching later this year about the electromagnetic spectrum, the video clip about how do we visualize stars will be complementary.   

EVALUATE

The content of this week's lesson is important.  There are so many questions to discuss and dissect through the Climate Control Issues.  We have clearly established through all of the modules that everything is connected.  The last module demonstrated that boundaries do not limit the influence that people have on one another in terms of pollution and same is true with climate change, every country is responsible.  It is important to have a dialogue and challenge students to think about the implications: 

~What do we do individually, locally, nationally, and globally to address climate change?  How do we learn to adapt to the climate we are developing?  What kind of policies need to be in place?  How do we enforce those policies?  What/who are the major contributors to climate change?  What are the underlying reasons that these things or people are the major contributors  What current policies exist for the U.S. and the world?  How are policies to be enforced internationally?

Teaching the science about climate change and teaching about the cultural impacts is very important, but it is essential to dialogue in the questions the deal with "now what?"  Now that you have the knowledge, know the implications, what are we going to do about it.  Do you want to do anything about it?

The following video was created by the U.S. Department of State, America's Response to Climate Change.  Promotes what is being done within the US, which due to politics people may have various opinions of the video, but overall I found it informative.  The next step is to analyze the various examples: what are the pros and cons?  

YouTube Video: America's Response to Climate Change 

EPA Climate Change

EPA Climate Change- U.S. Policy

US Department of State Climate Change

US Global Change Research Program

3 Colleagues 

Martha’s blog:

           "Students should ask: How do scientist know what elements are being emitted from a super nova?"  I believe Martha brings up a great point: teaching our students to ask questions and seek answers.  Although I love science and teaching it, I do not have a natural tendency to question and seek answers and I struggle creating authentic environments for my students to do just that.  

Winsor's blog: 

             I share your excitement about using some of these clips when teaching chemistry concepts this coming semester. Chemistry is an integral part of understanding our world, yet I feel many students do not understand the connections of chemistry to understanding their surroundings.  

Alison’s blog: 

            "It’s frustrating to hold the knowledge but lack the power to make positive impactive changes.  And in some regard, do

             I want to change my behavior?"  Very true.  

Invisible Boundaries

EXPLAIN                                                                                                     

There are three points that I have taken from this week's module:

I appreciated the TD resource Compare and Contrast Warm and Cold Fronts and I also viewed the Cloud Types interactive resource.  My ability to observe clouds and "read' the weather is limited.  I feel that I missed weather instruction somewhere in my education.  Or perhaps it was that I primarily observed nimbostratus my entire childhood and if I predicted rain, I was most likely going to be right!  I learned the meaning of the terms that describe clouds and that will help me remember the type of clouds and the type of weather the clouds are associated with!

"Pollution is a transnational issue.  Everybody lives downstream from somebody else."

We have developed borders that designate areas that belong to countries and groups of people.  However, air and water do not know boundaries and when air is polluted, the pollution crosses the boundaries as well.  We are all connected and the activities of people thousands of miles away directly impacted the lives of those who live in the arctic and live off the land.  The quote, taken from the TD video Arctic Haze, emphasizes that pollution is everybody's problem and addressing pollution goes beyond our  invisible borders.  I don't think that there is a better way to demonstrate that we are all connected and the status of Earth is the result of all people and the responsibility of all people.  

Lastly, I was interested in learning more about the recommendations about women breast feeding in the arctic.  I found some information but I also learned about the CDC's Arctic Investigations Program.

"AIP mission is prevention of infectious diseases in peoples of the Arctic and Subarctic with special emphasis on diseases of high incidence and concern among Alaska Natives and American Indians."

 The program is housed in the Alaska Native Hospital in Anchorage and receives data from numerous hospitals and clinics around the state. 

 EXTEND

Many of the TD resources presented this week would be great in the classroom to help students understand and visualize very abstract concepts.  Likewise, I am a big fan of the interactive simulations on the PhET website.  The image to the left is a snapshot of the States of Matter simulation.  Students are able to control the pressure, temperature, the type of molecule, and run experiments to see how these variables influence the states of matter and phase changes.  

Another website I have used for resources in the past is Science NetLinks.  On this website there is a lesson plan titled Air Masses, which I believe would complement this content by having the students learn how to identify air masses on weather maps.  

EVALUATE

There are many occupations that greatly benefit from the hybridization of the western and traditional ways of knowing.  We saw that last week when we met the fish biologist from Sitka.  The benefits of both continues to be emphasized through the introduction to Alaska Native bush pilots.  Maybe it is because flying a plane in Alaska can be such a risky occupation and that the passengers are truly in the hands of the pilot, but the importance of traditional knowledge is emphasized in aviation.  A pilot that has grown up in the area already uses the weather and minute predictors to guage hunts, travel, and other daily life routines, and this pilot has a huge advantage to a pilot that is an outsider.  A pilot with traditional knowledge also knows the land; what the land looks like in different seasons and how the landforms can change throughout the different seasons.  THe TD video Alaska Native Pilots was very effective at demonstrating the cross between western and traditional.  A pilot must be able to use technology to fly and likewise a pilot must be able to fly without technology.

 

Danger in Our Backyard: Volcanoes, Earthquakes and Tsunamis!

Explain ~ What new learning have you taken from this module?

In this module I have learned about the creation story of Hawaii and the controversy surrounding the astronomy site in Hawaii.  These were both things that I previously did not know about.  We used Google Earth several times in this module and I think that I can know say I feel comfortable with it and would now feel comfortable using it in my classroom. 

Image from Google Earth- real time earthquakes.

Extend ~ How can/will you use this week’s resources and/or others in your community in your lessons? 

There is emotion and excitement in watching a cataclysmic event and it catches our attention.  This module presented a lot of material that can be used to engage students and allow them to explore the material.  In addition, The Ultimate Guide: Volcanoes is a Discovery Channel video that highlights the dangers of volcanoes, the link is connected to a clip from the video.  The Alaska Volcano Observatory has an  interactive map that allows students to explore the Alaskan volcanoes.  It is similar to the TD resource, however, students can look at recent earthquakes, webcams, monitored and other volcanoes, and seismic stations, in addition there is more information stored within the website.

Image from Google Earth- real time earthquakes.

  Using the Resources

It could be a good exercise for students to create a emergency plan for the community they live in.  I would incorporate the stories of people that have lived through these cataclysmic events before and stories that have been passed down.  Students could use Google Earth to evaluate the surrounding landscape and decide how a earthquake, volcano, tsunami would affect the village/town/city.  Where would be a good location for people to gather?  What resources would still be available?  What would be the best escape route?  What community members would need assistance?  These are very relevant questions for a community that has the potential to face a natural disaster. 


Evaluate ~ how useful, insightful, or relevant are this module’s information and resources for you?  

The content presented in the module is very relevant living in the geologically dynamic state of Alaska.  It is also very relevant for people in other states, countries, and of various cultures.  Cataclysmic events have an ability to remind humans that we are small in comparison to the forces of the world and this feeling connects all people when these natural events occur. 

As I was going through this week’s module, I continuously thought about my travels in Ecuador and the Galapagos Islands.  The Galapagos were also created through the hot spot plumes.  The USGS has website that discusses hot spots and includes the map of the prominent hot spots in the world. 

Ecuador is home to several volcanoes due to the subduction of the Nazca plate under the South American plate.  One of these volcanoes is Tungurahua.  The video The Ultimate Guide Volcanoes shows the story of two foreign volcanologists that are trying to predict the eruption of Tungurahua and protect the
local community of Banos.  The community is evacuated, but the residence return when the volcano doesn't erupt.  The video ends and lives you wondering, what happens?  Does the volcano erupt?

Volcano in Ecuador, Kuehl

Google Earth Image- the town of Banos, Ecuador and Tungurahua.

And yes, eventually the volcano did erupt.  You can visit the youtube clip of the CNN broadcast or read the article also posted by CNN for more information.

In the video the volcanologist are outsiders, trying to warn people that have a long history connected to an area that there is was imminent threat to their life.  Would it have been different had the volcanologist been from Ecuador?  Or perhaps even from that region in Ecuador?  If the community had created an emergency plan and made provisions to safeguard the community upon evacuation, would it have been easier to leave?  When people have the ability to critically examine threats to their community and determine their own plan, the implementation is usually more successful and the results more positive.  

3 Colleagues

Dan Aldair referenced the PHet simulations.  Those are great for helping students grasp concepts- I have used them numerous times in my teaching!

Sabrina Sutton comments on Module II are very insightful.  Thank you very much for sharing your experiences growing up on Kodiak, at UAF, and then as an adult in Kodiak.  I also enjoyed the idea of the potluck for the new teachers to connect them to the local network of agencies and people.  As a new teacher that would have been awesome!


Marilyn thanks for introducting me to the Mac seismometer!  I am going to have to check it out!

3 Colleagues

Thank you Amy for including the information about the Yup'ik word for food (fish).  I also found that very significant when I was watching the TD video. 

Alison, you share a very unique perspective on living in Alaska.  Thank you.  I would imagine your sense of loss is shared.  In one of the videos, a parent was speaking about how there is less fish but they still go to the fish camp every summer.  They just spend more time playing in hopes that their children will still cherish fish camp and the tradition of going.  This sounds very similar to the way you are trying to share your experiences with your daughter the best you can.  Thank you for pointing out the information the lack of information given about still registering the aftershocks of the 1964 earthquake.  I found myself going... huh.. really?  Wow... how do they know is the the 1964 earthquake, and then yes, the film ended.     

Cheryl Explore Palmer!  The picture of your father-in-law in the crack from the 1964 earthquake is awesome!

Landscape Defines Culture

EXPLAIN

"The more we limit our options, the more we limit our ability to survive."  This quote, taken from the first TD film On the Yukon River, summarizes what I took from the module.  Alaska Natives have developed a deep understanding of the natural world around them that allowed them to survive off the land for thousands of years.  The understanding is complemented with spiritual reverence for the land and each animal within it.  The land and it resources provide for survival but also control survival.   All resources of the land were utilized but taken in moderation. 

What unique challenges do rural or urban Alaskan students face?   Although there are several challenges, one thing really hit me was the lack of understanding that urban and rural students have for their respective environments and cultures.  The Alaska Native culture, and Alaska as a state, depend upon the abundance natural resources that Alaska has to offer.  Understanding how the resources influence life and culture in rural Alaska, verses how the resources influence urban Alaska is very important.  Being able to see the point of view and culture of each unique place in Alaska is essential for developing and protecting Alaska’s future. 

Teaching in Anchorage, in a wealth of diversity with many cultures, many students do not know what it is like outside the city.  If they represent about half of the student population, how can we increase their awareness of the lifestyles around them?

EXTEND

The website of the Alaska Native Heritage Center, has a page titled

 Cultures of Alaska which has links to pages that give a brief and detailed overview of the five general groupings of Alaska Natives.   I found this link most helpful when considering how cultures were influenced by their landscape.   There are so many ways that the Alaska Native cultures, the way of life, have been shaped by the land.  Below is just a few that stuck out to me.

Compare the dwellings of the various groups based upon their locations.  If possible visit the Alaska Native Heritage Center because there are traditional housing for each group all set up.   The Uanagax & Aluutiq, as well as the Inupiaq had subterranean dwellings.  These groups resided in physical locations that made them extremely vulnerable to the elements.  Subterranean dwellings were sturdy and offered more protection from the weather.  The Tlingit, Haida, and Tsimshian of Southeast had large, cedar, long houses made from the wood of the abundant forest.  These structures were permanent and strategically located near freshwater and the ocean.  Unlike the dwellings of the Yup'ik, Cup'ik, and Athabascan people, who were often moving in pursuit of their food; traveling with the game, moving to rivers, and harvesting ripe berries.  The dwellings were not permanent and differed depending upon the season and location.  The geography of the land and the food provided shaped the physical structure that various Alaska Native groups lived in.

Two other resources that are very useful are the Alaska Native Knowledge Network and Alaskool.

EVALUATE

Module III was very informative.  I found the TD interactive lessons and videos about landform forces a great combination.  I was thinking about how I would use in the classroom and I wonder how do I make the interactive lessons available to all my students for individual navigation?

How are landscapes formed and how, in turn, are cultures shaped by their landscapes?  This question is one I have considered when I am traveling.  There are similarities between the cultures of places that are very far apart if they have similar landscapes and natural resources.  This only emphasizes importance of land on the culture of a people.  Pairing that cultural understanding with the scientific understanding of why is the Earth the way it is becomes a powerful tool to understanding the world around us.

Connections to Others

Just a few of the thoughts gained from reading other posts:

Esther commented on the theme of preserving the land as long as possible.  I agree that both ways of knowing are seeking to preserve the land and explain the land.  This provides common ground for using both ways of knowing.

Alicia used four words at the beginning of her blog that accurately describe this module,"learning, growing, reflecting, adapting".  In many ways both the western and traditional way of knowing incorporate these words.  By adapting and reflecting one is better able to allow both ways of knowing impact their life.

Thank you Debbe for such an informative and interesting post about Point Hope.  Your blog introduction caught my attention right away.  I grew up in Alaska, but being that it is such a large state I still have a lot to see and experience.  From your blog, I was able to see a glimpse of life in Point Hope.  I also noticed your photo of Tatilik and I had the opportunity to briefly visit two years ago, and it was a beautiful place.    

Everything is Connected~ Module II

Essential Question: 

How is everything connected from the perspectives of indigenous peoples and Western scientists? What are the advantages to knowing both ways?

I have been presented with the venn diagram and tables demonstrating the similarities and differences of traditional and western ways of knowing before.  However, that was as a pre-teacher.  Now as a practicing teacher, when I think about the ways of knowing I am reflecting on my current teaching practices rather than just philosophizing about it.  Do I faciliate the learning that is HOLISTIC and not compartmentalized?  Do I create a science classroom in which students see science as a tool in their lives and see themselves as capable of using it in the real world?  Do I support real life application when I really have very little experience in that myself? 

Both last year and this year, I have taught at least one integrated science class (foresnics and natural resources technology).  Classes in which the curriculum is set up to combined various disciplines of science.  In these classes I have enjoyed the intricacies of how all things are connected and helping students apply all disciplines of science and other subjects to solve problems.  But I also get overwhelmed, because my traditional way of knowing (the western way) means everything is compartmentalized and there have been few examples throughout my past of how to teach holistically.  In this module, I was reminded of how important it is to be able to integrate our knowledge and to transfer the knowledge from one situation to another.  I think all students benefit from seeing the application of their knowledge to the "real world".

Currently, in the courses I am teaching one of the best ways I believe for students to understand the application of science and to be able to picture themselves as scientists, is to connect students to other people.  This can be done through field trips (I will be taking my students to the state crime lab this year), guest speakers, or in class tutors.  In class tutors, such as college students studying in that field, are very effective as being role models and helping students see themselves in that role.  

Lastly, I see the use of Teacher Domain in my clasroom.  Using background essays and discussion questions to frame, focus, and follow up, are an effective way to utilize the short video clips in the classroom.