1. Drawing Connections Between Local and Global Observations: An Essential Element of Geoscience Education Cathy Manduca Science Education Resource Center, Carleton College Dave Mogk Montana State University Presentation for AGU Fall 2002

2. Linking the Local and Global: Why is it important? An essential aspect of what geoscientists do. An important tool for helping students learn.

3. What do geoscientists do? How does the Earth work? What is the impact of the Earth on humans? What is the impact of humans on the Earth? In each case moving between local and global is essential

4. Alex Moore: atlas.geo.cornell.edu Two Kinds of Observations National Geophysical Data Center/ NOAA To See a World,Marin College John Wakabayashi, Ph.D.

5. Impact on People Graph showing one degree Fahrenheit rise in the temperature record of the entire earth's surface during the 20th Century (NOVA) NCAR Community Climate System Model US Global Change Research Program Sea Level Rise Predictions 2080-2099

6. Our Impact on Earth: Global Impacts of Local Actions NASA, Goddard Space Flight Center Ozone Hole

7. Developing Geoscience Expertise Integrating observations at global and local scales is a fundamental aspect of being a geoscience expert. To the extent that we want our students to understand what it means to do geoscience they must understand how we do this.

8. Helping Students Learn Lessons from Learning Science Learning is additive, it builds on current understanding Developing understanding is an activity The ability to use knowledge is a critical aspect of learning How People Learn, NRC 2000

9. Knowledge is additive existing knowledge is used to build new knowledge Builds on existing knowledge What are initial preconceptions? What are misconceptions? New knowledge is organized in the context of existing knowledge Experience, attitudes and beliefs influence learning

10. Elizabeth Armstrong, Childrens School of Science NASA, MODIS Image NOAA, 1791 El Nino Reconstruction What is their experience?

11. Understanding is actively constructed students must be engaged to learn Motivating students to learn (Edelson) Task Demand (a need to know) Elicit Curiosity (surprising observations) Relevance or Empathy (Taber) Students are interested in learning about things that impact them They can be engaged in learning about things that impact others because they are empathetic

12. The local can motivate learning about the global Local issues that impact students or their families can create task demand for learning about global processes Local observations or tactile experiences can elicit curiosity about global processes

13. Going the other way Global phenomena in the news can motivate learning about local situation and processes

14. If they learn it can, can they use it? Learning context influences when we recall information Applying concepts requires practice If we want students to be able to integrate local and global to learn about the Earth and to answer questions in their lives, we must teach in this context

15. Linking Global and Local Enables Learning Builds on familiar Motivate learning Essential to learning skills that enable use in geoscience and life

16.  Data Access  Examples  Pedagogy  Discussion  Sharing Resources for You serc.carleton.edu/research_education/usingdata/index.html

17. A Guided Tour serc.carleton.edu/NAGTWorkshops/globaldata02/guide.html

18. Activities and Examples

19. Contribute your Ideas