Atmospheric Science and Climate Literacy Workshop 27-29 November 2007 UCAR Center Green Auditorium.
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Transcript of Atmospheric Science and Climate Literacy Workshop 27-29 November 2007 UCAR Center Green Auditorium.
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Atmospheric Science and Climate Literacy Workshop
27-29 November 2007 UCAR
Center Green Auditorium
Atmospheric Science and Climate Literacy Workshop
27-29 November 2007 UCAR
Center Green Auditorium
![Page 2: Atmospheric Science and Climate Literacy Workshop 27-29 November 2007 UCAR Center Green Auditorium.](https://reader036.fdocuments.us/reader036/viewer/2022070403/56649f325503460f94c4d8a7/html5/thumbnails/2.jpg)
Session 1: 8:30 – 10:15 am - Overview and Orientation on
Atmospheric Science and Climate Literacy
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8:30 am Welcome, Workshop Charge, Definition of Atmospheric Science and Climate Literacy, and Relationships to Other Earth Science Literacy Efforts – Roberta Johnson and John Snow
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Welcome
Who’s here?– ~55 in-person participants including leading
scientists, educators, policy specialists– ~40 On-line participants
• Participating via blogs during breakouts and plenary
– Video conference participants from NSF and Goddard
– Volunteer facilitators and online participant liaisons
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Workshop Charge
Formulate and build consensus for the Essential Principles and Fundamental Concepts that comprise a framework for Atmospheric Science and Climate Literacy
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A DefinitionAtmospheric Science and Climate Literacy the scientific knowledge and understandings an individual must have to meaningfully communicate about Earth’s atmosphere and climate and make informed and responsible decisions
– For organizational and practical purposes, the required knowledge and understandings are expressed in terms of a few overarching Essential Principles and a limited number of supporting Fundamental Concepts
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Relationships to Other Earth Science Literacy Efforts
Earth System Literacy– Ocean Literacy– Climate Literacy– AMS Education Program: “Earth's Climate
System Paradigm”– Overarching Earth System Literacy Strategy– Atmospheric Science and Climate Literacy
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8:45 am – Building a Framework for Earth System Literacy – Jill Karsten
9:15 am – Reflections on Earth System Science & Environmental Literacy – Susan Buhr
9:45 am – The Ocean Literacy Plan - Sarah Schoedinger
10:00 am – Plan for Session 2 Essential Principles Breakout Groups and Logistics – John Snow and Roberta Johnson
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10:00 am Plan for Session 2 Essential Principles Breakout Groups and Logistics – John Snow and Roberta Johnson
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Essential Principles “Big Ideas”
• Is a pithy statement that captures the essence of a system
• Organizes more detailed concepts into a coherent whole
• Stands alone Would never fit “under” another concept or principle
Each Essential Principle …
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Fundamental Concepts “Important Details”
• Supports one or more Essential Principles• Represents foundational knowledge without which it
would be impossible to understand an Essential Principle and possibly even other Fundamental Concepts
• Can be deconstructed (unpacked) into sub-concepts that must be introduced at age- and developmentally appropriate times (grade levels) in order to lead to an understanding of the fundamental concept
• Is not an example or simple factoid
Each Fundamental Concept …
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1
Example from Ocean Literacy 1 The Earth has one big
ocean with many features
a The ocean is the dominant physical feature on our planet Earth—covering approximately 70% of the planet’s surface. There is one ocean with many ocean basins, such as the North Pacific, South Pacific, North Atlantic, South Atlantic, Indian and Arctic.
b An ocean basin’s size, shape and features (islands, trenches, mid-ocean ridges, rift valleys) vary due to the movement of Earth’s lithospheric plates. Earth’s highest peaks, deepest valleys and flattest vast plains are all in the ocean.
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Strawman for ASCL
1 Earth is surrounded by a thin atmosphere whose composition and structure has coevolved with all living things
a The atmosphere is a mixture of gases (commonly called "air") containing approximately 78% nitrogen and 21% oxygen. Other important gases include argon, carbon dioxide, ozone and methane. The atmosphere also contains a highly variable amount (averaging about 1%) of water vapor.
b Earth's atmosphere consists of a series of layers defined by their chemical and thermal characteristics. From the surface up, these are the troposphere (which includes the planetary boundary layer), the stratosphere, the mesosphere, and the thermosphere.
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Practical Considerations• Targets K-12 (formal and informal)• Competition for classroom time
– 6 to 8 Essential Principles (7 = “ideal”)– 25 to 30 Fundamental Principles (4 to 5 for each
Essential Principle)– Mantra for the workshop: Less is more! fewer
are better
• Rough parallelism to the 7 Essential Principles for Ocean Literacy???
• Earth System approach inherently interdisciplinary; ties to ocean, solid earth, life
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Instructions for Breakout Groups
• For Session 2 “Essential Principles Breakout groups”, participation is assigned
• 6 groups of ~10, each to come up with set of candidate Essential Principles in 90 min– Facilitator and Online Participant Liaison (OPL) assigned to each
group– Select a Recorder from participants who will be responsible for
recording EPs and advocating in plenary– Recorder passes ppt with EPs to OPL, who will get them on
computer for afternoon report outs and plenary session– Recorder also transcribes EPs to large Post-its for discussion
after lunch
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Essential PrincipalsEssential Principals
Breakout session: Breakout session: <insert # here (2a, 2b, <insert # here (2a, 2b, etc.)>etc.)>
Recorder: <insert name>Recorder: <insert name>
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Final StepFinal Step
►At the end of the breakout session, the At the end of the breakout session, the Recorder should save this file, using the Recorder should save this file, using the following naming convention:following naming convention:
ascl_breakoutascl_breakout_<session#(2a, 2b, _<session#(2a, 2b, etc)>.etc)>.pptppt
eg., eg., ascl_breakout_2c.pptascl_breakout_2c.ppt►Once you have saved the file, please Once you have saved the file, please
transfer it to your session’s OPL, who will transfer it to your session’s OPL, who will upload it for use in the following plenary.upload it for use in the following plenary.
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• In the afternoon, we will discuss sets of candidate EPs from 6 groups and come to consensus working draft of framework of 6-8 EP’s
• Choice of breakout groups in Wednesday sessions on FCs, with proviso that we may need to do some balancing of groups– We will run through full set of EPs twice, so that each
participant will have a chance to contribute to FC discussion in up to 4 EP breakouts
Instructions for Breakout Groups, cont.
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EP2FCs7EP1
FCs7
EP4FCs7
EP3FCs7
EP7FCs8
EP6FCs8
EP5FCs8
Set of Consensus
EPs
Sessions3-4
EP5FCs
EP2FCs
EP7FCs
EP1FCs
EP6FCs
EP4FCs
EP3FCs
Set of consensus
FCs
Sessions8-9
EP2
EP3
EP4EP5 EP6
EP1
Session2
assignedEP7FCs6
EP6FCs6
EP5FCs6
EP2FCs5EP1
FCs5
EP4FCs5
EP3FCs5
choice
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Logistics
• Rooms
• Facilitators stand up and show signs
• Breakout codes on name tag
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Break!