P1.13
"Project AIR: Atmospheric Science Curriculum Modules for Middle and High School"
John D. Pickle, AER, Inc., Cambridge, MA; and A. M. Boursiquot, G. Abegg, R. McFall, R. Audet, M. Bartlett, B. Bobrowsky, T. Vaughn, H. Dimmick, and H. Sevian
With support from the NASA/Jet Propulsion Laboratory (JPL) Tropospheric Emission Spectrometer (TES) project, we are creating a series of atmospheric science curriculum modules for grades 7-12. Our collaboration, known as Project A.I.R. (Atmospheric Investigations and Resources) consists of Atmospheric and Environmental Research, Inc. (AER), Boston University’s Science and Mathematics Education Center and a group of middle and high school science teachers. We have completed two modules and are currently working on two new modules.
The modules are based on the National Science Education Standards with a framework based on the Learning Cycle (Marek & Cavallo, 1997) where educational experiences are divided into three sequential stages: concept exploration (student-centered, open-ended, and minimally guided activities), concept development (emphasis shifts toward teacher-directed learning), and concept application (testing ground for ideas and reinforcement). Student and teacher sections are separated to make copying student lessons easier for the teachers.
The first module, "Atmosphere Inside the Classroom", focuses on temperature, pressure and moisture within the classroom. These parameters are measured using simple, inexpensive instruments that the students build and learn how to calibrate and use. Data analysis is emphasized because three-dimensional analysis of the parameters is displayed within the classroom. Concept development and application of the atmospheric parameters are also enhanced using and inexpensive manipulatives. Finally, the atmospheric composition is explored using a colored bead experiment that brings in the use of probability.
The second module, "Atmosphere Outside the Classroom", allows students to examine temperature, pressure, moisture, wind and clouds at different scales. Students also relate their observations to what they experienced inside the classroom. Students make measurements around their schoolyard, compare them to that observed regionally and nationally. Measurement procedures are emphasized while collecting data in the schoolyard, and data analysis techniques with respect to time and two-dimensional fields are developed.
Poster Session 1, Educational Outreach Activities and Public Awareness Activities on Weather, Climate and the Oceans
Sunday, 9 January 2000, 4:30 PM-6:45 AM
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