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Session 5: 8:30 – 10:15 am – Fundamental Concepts

Atmospheric Science and Climate Literacy Workshop 27-29 November 2007 UCAR Center Green Auditorium. Session 5: 8:30 – 10:15 am – Fundamental Concepts. A Definition.

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Session 5: 8:30 – 10:15 am – Fundamental Concepts

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  1. Atmospheric Science and Climate Literacy Workshop27-29 November 2007 UCAR Center Green Auditorium

  2. Session 5: 8:30 – 10:15 am – Fundamental Concepts

  3. A Definition Atmospheric 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

  4. Essential Principles  “Big Ideas” Each Essential Principle … 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

  5. Fundamental Concepts  “Important Details” Each Fundamental Concept … 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

  6. Example from Ocean Literacy 1 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.

  7. 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.

  8. 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

  9. ASCL Essential Principles • The Earth is surrounded by a thin atmosphere that sustains life. • Solar energy drives many atmospheric processes. • Atmospheric circulations transport gases, particles, and energy. • The atmosphere changes over time and space giving rise to weather and climate. • The atmosphere constantly interacts with other components of the Earth system. • Though measurement and the application of physical principles, humans can understand and predict the behavior of the atmosphere. • The atmosphere and humans are inextricably linked.

  10. Instructions for Breakout Groups For Session 5-8 “Fundamental Concepts Breakout groups”, participation is by choice! Discussion of 4 EPs in Session 5, 3 in Session 6, 4 in Session 7 (after plenary with results from 5-6 after lunch), and 3 in Session 8 Each group in sessions 5 and 6 develops limited list of FCs for their particular EP. Breakouts in Sessions 7 and 8 build on/revise the work of breakouts in sessions 5 and 6. Facilitator and Online Participant Liaison (OPL) assigned to each group Select a Recorder from participants who will be responsible for recording FCs and advocating very briefly in plenary Recorder passes ppt with FCs to OPL immediately at the end of the session, who will get them on computer for subsequent plenary session

  11. Logistics • Rooms • Facilitators stand up and show signs

  12. To the Breakouts!

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