Climate literacy-ams annual v1
-
Upload
frank-niepold -
Category
Education
-
view
1.475 -
download
3
description
Transcript of Climate literacy-ams annual v1
![Page 1: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/1.jpg)
Frank Niepold
NOAA Climate Program Office
Climate Education Coordinator
Climate.gov
January 6, 2013
Increasing Climate Literacy
1
![Page 2: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/2.jpg)
Within this goal, NOAA will pursue specific objectives that over the next five years:
Objective: A climate-literate public that understands its vulnerabilities to a changing climate and makes informed decisions
Over the next five years, evidence of progress toward this objective will include:
- Key segments of society understand climate risks and use that knowledge to increase resilience to likely climate impacts;
- Consumers of climate information understand climate uncertainty and utilize this knowledge in their decision-making processes; and
- Educators and other outreach professionals increase their use of climate science resources.
NOAA’s Next Generation Strategic PlanLong-Term
Goal: Climate Adaptation and Mitigation:
An informed society anticipating and responding to
climate and its impacts
![Page 3: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/3.jpg)
• …a continuum of competency and is an ongoing process.
Literacy
Progression
Target Audiences
Uninterested and/or unaware
Climate science interested
Climate science attentive
Climate
science
engagedINFORMED
DECISION MAKING
KNOWLEDGE
AWARENESS
Climate Literacy is…
![Page 4: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/4.jpg)
Current Federal Partners: NOAA, EPA, NSF and US Forest Service
Climate Literacy development
NOAA's Climate Program Office Education
and Outreach program are developing the
climate literacy essential principles as part of
NOAA's environmental literacy priority through
a partnership with NOAA's Office of
Education, outside agencies and numerous
organizations.
The Climate Science Literacy Guide serves
as a framework for understanding and
communicating about climate science.
The ideas outlined in the guide represent
the knowledge that is deemed important for
citizens to know and understand about
Earth’s climate.
The guide aims to promote greater Climate
Science Literacy among the public by
providing this list of climate principles and
concepts.
![Page 5: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/5.jpg)
…an understanding of your influence on climate
and climate’s influence on you and society.
A climate literate person:
•understands the essential principles of Earth’s climate system,
• knows how to assess scientifically credible information about
climate,
•communicates about climate and climate change in a meaningful
way, and
• is able to make informed and responsible decisions with regard to
actions that may affect climate.
Climate Science Literacy is…
![Page 6: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/6.jpg)
6
![Page 7: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/7.jpg)
![Page 8: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/8.jpg)
What are current
materials trying to
teach students about
climate change?
8
![Page 9: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/9.jpg)
– Pressing need to infuse
climate and energy
literacy into schools and
other educational
contexts to prepare
society and future
workforce to addresses
the environmental issues
and challenges of the
future.
2008/2009
2012
2010
2011
Role of a Boundary Framework: Climate and Energy Literacy documents?
![Page 10: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/10.jpg)
Role of a Boundary Framework:
Climate Literacy document?
The framework was built off the foundation of the AAAS Project 2061
Benchmarks and Atlas for Science Literacy
The Climate Literacy framework established the goal for individuals
and communities to have an ability “to make informed and responsible
decisions with regard to actions that may affect climate.”
This goal will require a more comprehensive focus and integrative
approach than most climate educational resources, programs,
textbooks or curricula now address due to the fragmentation and lack
of prioritization of the climate topic in current educational systems.
This framework has begun to inform the development of climate
educational materials and resources, national and state standards, and
professional development materials and programs. 10
![Page 11: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/11.jpg)
Landscape Analysis of the Quality of
Climate Materials?
• CLEAN is completing the analysis by aligning, collecting and annotating 500 excellent digital teaching resources addressing climate science or energy (of 10’s of thousands of resources)
• Resources scientifically and pedagogically reviewed
• Resources annotated reflecting reviewer comments
• Resources aligned with
• National Science Education Standards
• AAAS Project 2061Benchmarks for Science Literacy
• NAAEE Excellence in Environmental Education Guidelines for Learning
11
![Page 12: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/12.jpg)
What is an excellent activity?
Scientific Accuracy• Is the source authoritative and trust-worthy?
• Is the science accurate and current?
• Are there proper citations or references?
Alignment with Climate and Energy Concepts• Are the learning activities or useful bits at a reasonable level of granularity
relative to key climate and energy concepts?
Pedagogy• Is there pedagogical scaffolding or “teaching tips”?
• If not, will educators be able to easily develop their own strategies to engage learners with this resource?
Ease of Use• Is the resource easily accessible online?
• If other materials or software is required, can it be easily and inexpensively accessed by educators or learners?
For a complete list of the CLEAN Review Criteria, refer to http://cleanet.org/clean/about/review.html 12
![Page 13: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/13.jpg)
CLEAN Review Process
![Page 14: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/14.jpg)
CLEAN Review CriteriaLearning Activity
Visualization Video Short Demo/
Experiment
Learning Activity
Visualization Video Short Demo/ Experiment
Scientific Accuracy(eg. attribution, scientific process, scientific validity, orginal data sources, valid concepts, misconceptions, avoiding bias, references)
7 question
s
5 questions
6 questions
6 questions
Pedagogic Effectiveness(eg. learning objectives, learning styles, diverse audience, prerequisite skills, assessment, inquiry, engaging & motivating)
10 question
s
6 questions
5 questions
7 questions
Usability and Technical Quality(eg. advertisements, materials, support required, teacher guide, design, access, size )
7 question
s
6 questions
5 questions
4 questions
![Page 15: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/15.jpg)
Framework Standards
Instruction
Curricula
Assessment
s
Teacher
development
15
The Process
NRC-AAAS
NSTA
Achieve +
26 states
![Page 16: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/16.jpg)
NGSS Matrix of Standards by Grade Level and
TopicLife Science (19) Earth Space Science (102) Physical Science (3)Engineering
&Technology (1)
Ele
me
nta
ry S
cho
ol
KOrganisms and Their Environments (2) Weather (9) Structure and Properties of Matter
1Structure and Function Patterns and Cycles Light and Sound (1)
2
Interdependence of Organisms and their
Surroundings (3)
Earth's Changing Surface Structure, Properties, and Interactions of
Matter
Pushes and Pulls
3Environmental Impacts on Organisms
Structure, Function, and Stimuli (5)
Weather, Climate, and Impacts (9) Interactions of Forces
4Life Cycles and Traits Processes that Shape the Earth (4) Energy
Waves
5Matter and Energy in Ecosystems (3) Earth Systems and Their Interactions
Stars and the Solar System (8)
Structure, Properties, and Interactions of
Matter
Mid
dle
Sch
oo
l
Structure, Function, and Information
Processing
Growth, Development, and
Reproduction of Organisms (2)
Matter and Energy in Organisms and
Ecosystems (1)
Interdependent Relationships in
Ecosystems
Natural Selection and Adaptations
Space Systems (1)
History of Earth
Earth's Interior Processes
Earth's Surface Processes
Weather and Climate (18)
Human Impacts (1)
Structure and Properties of Matter
Chemical Reactions (1)
Forces and Motion
Interactions of Forces
Energy (1)
Waves and Electromagnetic Radiation
Engineering Design
Links Among
Engineering,
Technology,
Science and
Society (1)
Hig
h S
cho
ol
Structure, Function, and Information
Processing
Matter and Energy in Organisms and
Ecosystems (2)
Interdependent Relationships in
Ecosystems (1)
Natural Selection and Evolution
Inheritance and Variation of Traits
Space Systems (1)
History of Earth
Earth's Systems (22)
Climate Change (32)
Human Sustainability (4)
Structure and Properties of Matter
Chemical Reactions
Nuclear Processes
Forces and Motion
Interactions of Forces
Energy
Forces and Energy
Waves
Electromagnetic Radiation
Engineering Design
Links Among
Engineering,
Technology,
Science and
Society
![Page 17: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/17.jpg)
CLEAN Gap Analysishttp://cleanet.org/clean/community/gap_analysis
![Page 18: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/18.jpg)
What is the quality of the materials?
18
![Page 19: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/19.jpg)
What is the quality of the materials?
19
![Page 20: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/20.jpg)
What is the quality of the materials?
20
![Page 21: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/21.jpg)
What is the quality of the materials?
21
![Page 22: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/22.jpg)
An Example of a CLEAN Catalog Record
22
Description
Time
Title, Link,
Developer
Notes from
Topics
Grade Level
Climate Literacy
![Page 23: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/23.jpg)
23
Notes from
NAAEE
Science Education
Standards and Maps
of Concepts
![Page 24: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/24.jpg)
Teaching Materials Created at CLEAN
Workshops
• These climate and energy activities were created
by faculty as part of the CLEAN professional
development workshop series.
• These materials are not yet part of the CLEAN
collection of reviewed resources.
24
![Page 25: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/25.jpg)
Teaching the Climate System, May 2012
Workshop• These activities assemble various elements from the CLEAN reviewed collection to present a
comprehensive treatment of one aspect of the climate system. These materials were created by
faculty as part of the CLEAN Climate Workshop, held in May, 2012.
25
![Page 26: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/26.jpg)
Maps of Climate and Energy Concepts
• Strong approaches to teaching about climate and energy make connections between the Essential Principles of Climate Science and help integrate the fundamental concepts into an overarching scope and sequence for student learning.
![Page 27: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/27.jpg)
Maps of Climate and Energy Concepts
• The Climate and Energy Maps can help you understand what concepts form the foundation for any specific concept and what students need to fully understand it.
![Page 28: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/28.jpg)
If you want to know how to build and move students'
understanding of climate and energy concepts to more
advanced levels, you can simply examine the maps
above the central concept.
Maps of Climate and Energy Concepts
![Page 29: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/29.jpg)
The Earth-2 Transfer of thermal energy between the atmosphere and the
land or oceans produces temperature gradients in the atmosphere and the
oceans. Regions at different temperatures rise or sink or mix, resulting in
winds and ocean currents. These winds and ocean currents, which are
also affected by the earth's rotation and the shape of the land, carry
thermal energy from warm to cool areas. (4B/H2)
The Earth-4 Greenhouse gases in the atmosphere, such as carbon
dioxide and water vapor, are transparent to much of the incoming sunlight
but not to the infrared light from the warmed surface of the earth. When
greenhouse gases increase, more thermal energy is trapped in the
atmosphere, and the temperature of the earth increases the light energy
radiated into space until it again equals the light energy absorbed from the
sun. (4B/H4)
The Earth-6 The earth's climates have changed in the past, are currently
changing, and are expected to change in the future, primarily due to
changes in the amount of light reaching places on the earth and the
composition of the atmosphere. The burning of fossil fuels in the last
century has increased the amount of greenhouse gases in the
atmosphere, which has contributed to Earth's warming. (4B/H6)
Maps of Climate and Energy Concepts
![Page 30: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/30.jpg)
Energy Sources and Use-2 When selecting fuels, it is important to
consider the relative advantages and disadvantages of each fuel. (8C/H2)
Energy Sources and Use-5 Decisions to slow the depletion of energy
resources can be made at many levels, from personal to national, and
they always involve trade-offs involving economic costs and social
values. (8C/H5)
Information Processing-1 Computer modeling explores the logical
consequences of a set of instructions and a set of data. The instructions
and data input of a computer model try to represent the real world so the
computer can show what would actually happen. In this way, computers
assist people in making decisions by simulating the consequences of
different possible decisions. (8E/H1)
Maps of Climate and Energy Concepts
![Page 31: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/31.jpg)
![Page 32: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/32.jpg)
![Page 33: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/33.jpg)
![Page 34: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/34.jpg)
![Page 35: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/35.jpg)
What is the quality of the materials?
Based on analysis being conducted through the Climate Literacy & Energy Awareness Network (CLEAN) Pathway grant, which is focused primarily on existing digital resources
The overall scope of the current materials* used teach students about climate change in the United States are often narrowly focused
The quality is uneven
Some important areas, such as adaptation, are largely missing or thinly covered
Other areas, such as the Earth’s Energy Budget, lack outstanding interactive resources that will engage learners
The gaps and thin spots could be filled through more focus of the development community (active grants) and future solicitations 35
![Page 36: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/36.jpg)
36
NOAA Evidence of progress: Educators and other outreach
professionals increase comprehension and use of climate science
concepts and education resources
![Page 37: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/37.jpg)
37
NOAA is Partnering with the CLEAN Project on the Climate Portal
Education section: Live Winter 2013
![Page 38: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/38.jpg)
The CLEAN Portalhttp://cleanet.org
![Page 39: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/39.jpg)
Guidance for Understanding and Teaching About Climate and Energy
ScreencastHit PlayButton
![Page 40: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/40.jpg)
CLEAN: Maps of Climate & Energy Concepts
![Page 42: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/42.jpg)
The CLEAN Collectionhttp://cleanet.org/clean/educational_resources/index.html
ScreencastHit PlayButton
![Page 43: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/43.jpg)
A CLEAN Resource
ScreencastHit PlayButton
![Page 44: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/44.jpg)
CLEAN Concept Map – Resources Alignment
ScreencastHit PlayButton
![Page 45: Climate literacy-ams annual v1](https://reader035.fdocuments.us/reader035/viewer/2022081401/559872691a28aba22e8b4636/html5/thumbnails/45.jpg)
Conclusions and
Recommendations
Climate and related energy topics have the potential for
integrating learning across disciplines.
The inherent “problem based” nature of climate change,
however, require skillful balance to avoid “gloom and
doom” on one hand or inadequate strategies on the
other.
The Guiding Principle for Informed Climate Decisions--
Humans can take actions to reduce climate change and
their impact-- which set the stage for the other
Principles, is innately solutions oriented.
45