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!?
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?
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3 Colleagues
"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.
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.
"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.
