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outline. Thank you for being here! Ice Breaker: toss the ball name Tragedy of the commons Rio+20 : The problems of world…Outreach Peru…Opportunities Bringing the World into the classroom…PBL. MCSTA. Joanne Lilliendahl Upper Dublin High School Teacher:

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  1. outline • Thank you for being here! • Ice Breaker: toss the ball name • Tragedy of the commons • Rio+20 : The problems of world…Outreach • Peru…Opportunities • Bringing the World into the classroom…PBL

  2. MCSTA Joanne Lilliendahl Upper Dublin High School Teacher: AP Biology, Chemistry and Environmental Science

  3. Thank you! • An activity… • An opportunity… • Something to chew on…

  4. TRAGEDY OF THE COMMONS

  5. Tragedy of the Commons • Oceans cover three quarters of the Earth’s surface, contain 97 per cent of the Earth’s water, and represent 99 per cent of the living space on the planet by volume. • Over three billion people depend on marine and coastal biodiversity for their livelihoods. • Globally, the market value of marine and coastal resources and industries is estimated at $3 trillion per year or about 5 per cent of global GDP. • Oceans contain nearly 200,000 identified species, but actual numbers may lie in the millions. • Oceans absorb about 30 per cent of carbon dioxide produced by humans, buffering the impacts of global warming. • Oceans serve as the world’s largest source of protein, with more than 2.6 billion people depending on the oceans as their primary source of protein. • Marine fisheries directly or indirectly employ over 200 million people. • Subsidies for fishing are contributing to the rapid depletion of many fish species and are preventing efforts to save and restore global fisheries and related jobs, causing ocean fisheries to generate US$ 50 billion less per year than they could. • As much as 40 per cent of the world oceans are heavily affected by human activities, including pollution, depleted fisheries, and loss of coastal habitats.

  6. What Do Our Students Need to Know?

  7. How do we tackle real problems? Real solutions? • Connections are there, support is needed • MCSTA to bring together • Chesapeake, Stroud, ACEER, NatGeo • David Kline, Dina Disantis • ProWorld, 2nd Trip, WCU • Bringing it into your classroom…PBL

  8. There are 34 climate zones in the world - 28 exist in Peru - 22 in Cuzco

  9. Partnering with South America http://www.wcupa.edu/aceer/

  10. ACEER + Stroud Water Research Center + You! Field Team Begins Transoceanic Highway Ecosystem Study • An ACEER field team, lead by Dr. Bern Sweeney of the Stroud Water Research Center, is now in Peru to begin a comprehensive assessment of ecosystem health in a corridor adjacent to the new Transoceanic Highway. Funded by the Blue Moon Fund, this project will capture a once in a life time snapshot of aquatic biodiversity permitting ACEER to establish a baseline for ecosystem health and monitor over time the impacts of the highway on adjacent watersheds. The project employs a unique 'leaf pack' sampling tool...a first in South America. Follow the project's progress on Facebook and Twitter. http://www.stroudcenter.org/newsletters/2012summer/maritza.shtm#maritza_to_peru: stroud link… http://education.nationalgeographic.com/education/program/fieldscope/?ar_a=1 FieldScope…connect your data to the world! National Geographic

  11. We Learn What We Live Positive Change Must Begin with a Love for the Environment How can our students get excited?

  12. PBL: Problem Based Learning • A student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems • The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directedlearning, effective collaboration skills and intrinsic motivation. • Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. • The role of the instructor is that of facilitator (tutor, coach) of learning who provides appropriate support for the process, modeling of the process, and monitoring the learning. • The tutor must build students’ confidence to take on the problem, encourage the student, while also stretching their understanding. http://www.bie.org/about/what_is_pbl

  13. Bringing Nature Into Schools…Garden Connections

  14. Our First PBL… • Michael Pollan isn’t the only citizen upset with the state of nutrition and farming in the United States today. The Upper Dublin community has spoken out against our lack of diverse, healthy menu choices. • One proposed solution is to start growing our own food. The new school is equipped with courtyards similar to our current school. Is it possible to farm some of this land? • Your job as scientists is to test this idea and propose a solution to the community about this very possibility. This is a very slow process, but change has to start somewhere!

  15. What is this? How can we get this at our school?

  16. What is PBL? • It’s awkward! It’s frustrating! It’s rewarding! • You present a problem…the students structure everything • A contract…the product…the process…the assessment • They define “quality”, honestly

  17. Ideas…. Green Directory…People*Profit*Planet Dansko Field Trip, West Grove, PA Raise Trout Eggs Build & Design Rain barrels Creating an Eco Week Competition

  18. Thank You! The ultimate goal is to create an active discussion and collaboration amongst the County high schools

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