Transcript DLESE: Using a Digital Library to Enhance Teaching & Learning Holly Devaul Marianne Weingroff Climate and Global Change Geoscience Education Workshop 27 July 2004

DLESE: Using a Digital Library to Enhance
Teaching & Learning
Holly Devaul
Marianne Weingroff
Climate and Global
Change Geoscience
Education Workshop
27 July 2004
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Overview
• What challenges do educators face when
searching for resources?
• How might digital libraries assist?
• How can I use DLESE to find resources
that support learning goals and to
enhance my teaching?
• Hands-on exploration of DLESE
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Challenges in finding resources
•
•
•
•
•
How can I find good “stuff”?
Can it be integrated quickly?
Is it versatile?
Will it motivate students?
Is it aligned with skills I’m expected to
teach?
• Is it reliable?
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Why use the web in teaching/learning?
Lots of materials for supplementing/enriching standard
teaching materials or replacing them when they are
out-of-date, of poor quality or not available
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Why digital libraries? How can they help?
• Provide efficient discovery of
quality materials
 Efficient = easy to find resources
using search techniques
 Quality = resources are checked
before coming into library
• Provide safe environments and
“boundaries” on the web
• DLESE is free; provides access
to resources that are free/low cost
• Part of a national digital library movement - National Science
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Digital Library, NSDL (other DLs in arts & humanities)
How do digital libraries work?
How do I find materials?
Libraries usually
don’t ‘own’ the
resources
Provide
information
about them so
you can easily
find what you’re
looking for
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Digital Library for
Earth System Education
Resources that support Earth System Education:
• Emphasize interdisciplinary approach to science
• Includes processes, states, cycles, and interactions
among the atmosphere, biosphere, geosphere,
hydrosphere, space, from a global to local perspective,
across time scales
• Highlight materials that bring the Earth system into the
classroom or learning situation, and that demonstrate the
application of science to solving real world problems
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What does DLESE offer?
• Learning resources about the Earth System
 Lesson plans, computer
and lab activities, data
visualizations, instructor
guides, virtual
field trips…
 Themed collections
about a specific topic
 Reviewed collections
• Resources contributed and described by
educators and scientists
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How can I use DLESE to
support my teaching?
• Find good resources to enhance existing curriculum
 Search special collections aimed at your interests
 Read teaching tips and reviews to determine whether to use a
particular resource
 Determine alignment with educational standards
• Learn new content
• Find other strategies for teaching
• Make community connections
 Learn about workshops, summer institutes, courses, and funding
sources for teachers and students
 Participate in discussion groups on a wide range of topics
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How to find materials in DLESE
• Browse functions (controlled
vocabularies)
 Subject, grade level, resource type,
collection name
• Keyword search (free text)
• Advanced search (free text and vocabs)
• Results contain descriptions and links to
resources
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Can search by entering keywords
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Search results
Descriptive
info and
links to
each
resource
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Refine your search: Add grade level and resource
type
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Refine your search: Search by standard
• National Science
Education
Standards
• National
Geography
Standards
• Assign standards
to resources (that
they support)
• Will add more
detailed levels of
national
standards and
state standards
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Refine your search: Search by collection
• Collections
focus on
particular
areas or
resource
types
• Can search
over a
collection
• Helps you
focus and
find what
you want
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Fewer, more targeted results
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View full description of the resource
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Tools for evaluating resource quality
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On-line Teaching Boxes
• A collaborative project to create classroom
ready instructional units using DLESE
resources
 Teams of teachers, science
advisors, interface designers
• Topics
 Evidence for Plate Tectonics
 Dynamic Weather
•
•
•
•
•
Sun’s role in weather
Structure and composition of the atmosphere
Devel. and movement of weather systems
Regional and daily weather
Culminating ( project-based) activity
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… Teaching Boxes
Plate Tectonics Box
Volcanoes as Evidence (6-8)
Print entire teaching sequence
DLESE Teaching Boxes Home
Standar
ds
Concepts and Standards
Introduction
Concepts & Standards
Teaching sequence
Teaching & learning resources
Related
concepts
Shield volcanoes (Fizzling
volcanoes) occur at spreading
centers because the magma comes
directly from the mantle
Types of volcanoes can be identified by
both shape and rock composition
There is more than one type of volcano
Resource
s
Sea-floor spreading
Culminating activity
Stratovolcanoes (Booming
volcanoes) occur at subduction
boundaries because the magma
originates from the melted crust
Misconceptio
ns
Overview of the box
Introductory activity
Fossil distribution
Earthquakes
Volcanoes
The locations and types of
volcanoes provide evidence
for plate tectonics
Most volcanoes are located along plate
boundaries
Prerequisite activities
Latitudes and Longitudes
Volcanoes only occur in certain locations
Zoom in | Zoom out
Nat’l Science Ed. Stds.
State:
CA
AAAS Benchmarks
National Geography Standards
NSES: 5-8: D - Earth and space science: Structure of the earth system
Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events,
such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions.
State Standards 6th Grade Earth Science:
California Science Content Standards, Grade 6
Focus on Earth Science - Plate Tectonics and Earth’s Structure
1. Plate tectonics accounts for important features of Earth’s surface and major geologic events. As a basis for understanding this concept:
a. Students know evidence of plate tectonics is derived from the fit of continents; the location of earthquakes, volcanoes, and mid-ocean ridges; and the distribution of
fossils, rock types, and ancient climatic zones.
b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
d. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the
surface.
e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the
other three strands, students should develop their own questions and perform investigations. Students will:
a. Develop a hypothesis.
b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and
binoculars) to perform tests, collect data, and display data.
c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
e. Recognize whether evidence is consistent with a proposed explanation.
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… Teaching Boxes
Plate Tectonics Box
Volcanoes as Evidence (6-8)
Print entire teaching sequence
DLESE Teaching Boxes Home
Teaching sequence
Introduction
Concepts & Standards
Teaching sequence
Teaching & learning resources
Sea-floor spreading
Culminating activity
Prerequisite activities
Latitudes and Longitudes
Getting
started
Lesson 3 Lesson 2 Lesson 1
Overview of the box
Introductory activity
Fossil distribution
Earthquakes
Volcanoes
Approach
|
Contents
|
Prerequisites
|
Preconceptions
|
Technical
|
Prep |
Notes
Approach: Students discover the distribution patterns of volcanoes by plotting real locations of shield volcanoes, stratovolcanoes,
and earthquakes on a map. Once they have observed the connection between the location of these volcanoes and earthquakes,
they are then asked to connect volcanic and seismic activity to locations on the plate boundaries. Finally, they are asked to explore
the relationship between specific volcano types and the type of plate boundary where they occur. Having become familiar with the
types of plate boundaries when doing the Earthquakes lessons, students discover that knowing the location and type of volcano and
the type of eruption exhibited by a volcano gives clues to what is happening beneath the earth’s surface, and specifically tectonic
movement. By making this connection, students come to know that volcanoes are evidence for plate tectonics.
Activities work well for small groups of students, or individuals working at computers, as well as for class discussions with
demonstrations of on-line resources projected for classroom viewing.
Contents:
Lesson 1 – Locating Volcanoes
Around the World
2 activities requiring 2-3 class periods
total
Students will understand that:
• Volcanoes only occur in certain locations (6.1a)
• Most volcanoes are located along plate boundaries (6.1a)
• The locations and types of volcanoes provide evidence for plate tectonics (6.1a)
Lesson 2 – Correlation of Volcano
Types and Plate Boundaries
4 activities requiring 4-5 class periods
total
Students will understand that:
• There is more than one type of volcanoes.
• Types of volcanoes can be identified by both shape and rock composition (6.1d)
• Shield volcanoes (Fizzling volcanoes) occur at spreading centers because the
magma comes directly from the mantle (6.1a, 6.1c, 6.1e)
• Stratovolcanoes (Booming volcanoes) occur at subduction boundaries because the
magma originates from the melted crust (6.1a, 6.1b, 6.1d)
• The locations and types of volcanoes provide evidence for plate tectonics (6.1a)
Lesson 3 – Volcanic Evidence: Tying it
All Together
1 activity requiring two class periods total
Students will understand that:
• The locations and types of volcanoes provide evidence for plate tectonics (6.1a)
Prerequisites:
Students should be able to plot locations given a whole number latitude and longitude.
(See Prerequisite activity: Latitudes and Longitudes)
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Students should have general knowledge of the structure of the earth, earthquakes, and volcanoes prior to beginning this topic.
Students should know the layers of the earth and their composition. Students should know that earthquakes result in movement of
A closer look at Resource Types
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Resource types continued…
• A resource can be characterized by several types, e.g., JVV
Jr. has reference material, a computer activity, map tool,
datasets
• Can be used to teach in different ways (gather facts & info,
structured or open exploration…)
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Tying resource type to learning goals
Level of
learning
You want
students to be
able to:
Resource types that
may target your goals
Sample problems
and resources
Teaching
approaches for the
goals and res. types
Knowledge
(recall or
recognize
info, ideas,
principles)
Gather facts
about a topic,
etc.
• Tutorial
• Text (reference)
• Services (ask an
Problem: What are
the different types of
clouds and how are
they formed?
Resource type:
Tutorial, reference
Resource: Clouds
and Precipitation
(URL)
Teacher typically
organizes the
learning and guides
the activities
Problem: How is water
quality determined?
Resource type:
Case study
Resource: Exploring
the Environment:
Water Quality
Students play a
more active role in
learning
Analysis
(distinguish,
classify, or
relate
assumptions,
hypotheses,
evidence)
expert, discussion
forum)
Also check out:
• Activity (classroom,
computer, lab, field)
– may have good
background
information
Analyze a
problem
•
•
•
•
Case study
Dataset
Activity
Lesson plan …
Enter keywords:
• Analyze, assess...
Can use technology
to increase
knowledge and
comprehension
Assessment is often
straightforward
Teacher is more of a
facilitator
Learning is 24
problem
or inquiry based…
Explore Examples
• Explore the Tying Learning Goals to
Resource Types handout
• Look at the examples of level of learning,
problems and resources
• Explore several examples in more detail
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Develop a plan for using
online resources
• Define a problem from your curriculum or this
workshop
 What topics might best be enhanced by technology?
 What topics are difficult for students to understand, or
hard to teach?
 What topics might you like to find a new approach for?
• Determine your instructional goal
 Intended level of learning/understanding (learning facts,
analyzing a problem, synthesizing ideas…)
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Tools on your desktop
• Worksheet
 Topic
 Grade level
 Learning goals
 URLs, etc.
 Notes
• Web browser opened to www.dlese.org
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Discussion
• What topics did you explore? For what
grade level?
• What kinds of searches did you do?
• Did you find what you were looking for?
• Why or why not; suggestions for
broadening a search
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