Engaging Students in Sustainability Issues: Investigative Cases, Tools and Data

1. Engaging Students in Sustainability Issues: Investigative Cases, Tools and Data Margaret Waterman, Ph.D. Southeast Missouri State University IUBS Symposium, Education for Sustainability Washington, D.C.May 13, 2007

2. Agenda • Engaging Diverse Learners with Cases • Choosing Resources & Tools and Data: Local and Global • Structuring Assessment through Student Products

3. What’s for Lunch? At the University of Minnesota lunchroom Yuki had just ordered fresh orange juice and an organic sushi plate. Now it was Elise’s turn. “Cheeseburger and milk, please,” Elise told the waiter. “How can you eat that?” Yuki asked when the waiter had gone. “It costs so much.” “What do you mean? It’s only $2.95 on special. And I’ve earned it after all my workouts at the gym.” “That’s not what I’m talking about,” Yuki said.

4. Yuki pulled out a magazine and showed Elise this page.

5. What do you think this mini case is about? What do you already know that relates to this case? What do you need to know to understand the case? CASE ANALYSIS: What specific questions do you have about these topics? With your group, list what you already know that is related to the case. List questions you would like to learn more about in the Need to Know side of the chart.

6. Footprints “I’m glad I don’t live on a 200 acre farm like you, Sam!” teased Sue as the two friends hurried into their Biology class. “Why?” asked Sam, “Weren’t you just complaining about living in your parent’s downtown condo?” “Well, that’s true,” Sue admitted, “But I was thinking about today’s class assignment on sustainability. I bet you have the biggest footprint in the whole class.” Much to Sue’s surprise, Sam didn’t look all that concerned. He held out his hand and replied confidently, “I’ll take that bet!”

7. Online Tools: a global resource used locally • http://www.earthday.net/footprint/index.asp

8. Questions from Footprint Quiz • Food: amount of meat, how much food is local • Goods: how much waste is produced • Shelter: size of home, number of people, availability of water and electricity • Mobility: kinds of transportation, car pooling, air time, fuel efficiency

9. The Results Sue Sam

10. Agenda • Engaging Diverse Learners with Cases • Choosing Resources & Tools and Data: Local and Global • Structuring Assessment through Student Products

11. Model http://wri_co2comm_2002_business_travel_protected

12. Online Resource with Local Interest http://www.rst2.edu/njheps/sustainablecommunitiesquest/task.htm

13. Global Data and Visual Resource • CO2 accounts for 77% of greenhouse gas emissions globally http://pdf.wri.org/navigating_numbers.pdf Navigating the Numbers: Greenhouse Gas Data and International Climate Policy

14. Global Data and Visual Resource http://pdf.wri.org/navigating_numbers.pdfWorld Resources Institute, 2005, Navigating the Numbers, pp. 4,5

15. Global Data: Agriculture and GHG http://pdf.wri.org/navigating_numbers.pdf Navigating the Numbers: Greenhouse Gas Data and International Climate Policy

16. Global Data Resource:One Policy for All? http://pdf.wri.org/navigating_numbers.pdf Navigating the Numbers: Greenhouse Gas Data and International Climate Policy

17. Sources of GHG by Level of Economic Development Global Data Resource: One Policy for All? http://pdf.wri.org/navigating_numbers.pdf Navigating the Numbers: Greenhouse Gas Data and International Climate Policy

18. Data http://www.lternet.edu/news/Article117.htmlLong Term Ecological Research Network

19. Data Set of Monthly [CO2] Mauna Loa Observatory 1976 1986 http://www.itl.nist.gov/div898/handbook/pmc/section4/pmc4411.htm

20. Interactive Data Source http://www.esrl.noaa.gov/gmd/ccgg/carbontracker/

21. Visual Data http://www.esrl.noaa.gov/gmd/ccgg/carbontracker/maps.php?type=glb&prod=columns NOAA Carbon Tracker

22. Agenda • Engaging Diverse Learners with Cases • Choosing Resources & Tools and Data: Local and Global • Structuring Assessment through Student Products

23. Assessing Learning • Have students develop products that result from problem collaborative problem solving: • The Know/ Need to Know Case Analysis • A brochure for a local middle school on ecological footprints • Poster for the cafeteria wall on carbon footprints of various foods • A website on the factors to consider in purchasing automobiles with lowest carbon footprints.

24. Exam Questions: Use Results Explain Sam’s smaller footprint using two factors that affect carbon usage. Sue Sam

25. Investigative Case Based Learning • ICBL blends two established methods: cases and scientific inquiry • The cases provide a context for learning. • Students engage in investigations related to the case. This includes lab, field, and computer activities. • Instruction is organized around the BioQUEST 3Ps.

26. The BioQUEST 3Ps The BioQUEST philosophy is based on the activities of practicing scientists. • Problem posing • Problem solving • Peer persuasion http://bioquest.org

27. Key Questions for Planning to Teach with a Case • What is something related to the case that students could investigate? • What resource might be useful in a student investigation ? • What kinds of products could students produce related to this case?

28. Investigative Case Resource: http://bioquest.org/icbl

30. ICBL Case Module Lana McNeil Northwest Campus College of Rural Alaska

31. Learn More about Cases http://www.massachusetts.edu/chautauqua/courses.cfm?course_id=117&mode=detail

32. Collaboration and Funding • Dr. Ethel Stanley, Director of BioQUEST, Beloit College • Funding: http://bioquest.org/icbl Engaging People in Cyberinfrastructure

33. Thank You!!mwaterman@semo.edu