Even more on oceans

http://www2.vims.edu/bridge/search/bridge1output_menu.cfm?q=pollution
http://smithsonianeducation.org/educators/lesson_plans/ocean/pollution/essay.html
http://water.epa.gov/learn/resources/

Oceans

A compendium of oceans resources:
http://www.nationalgeographic.com/xpeditions/lessons/07/gk2/wavesintro.html
http://www.teachervision.fen.com/oceanography/teacher-resources/6650.html
http://www.cloudnet.com/~edrbsass/edsci.htm
http://web.vims.edu/bridge/lesson.html?svr=www
Sustainable seafood: http://sanctuaries.noaa.gov/education/teachers/pdfs/sustain_seafood_lesson2.pdf
http://aquarius.uncw.edu/education/lessons.php
Concentration gradients: http://aquarius.uncw.edu/education/lessons/Aq%20Concentrate.pdf
http://www.pbs.org/newshour/extra/teachers/lessonplans/science/jan-june08/polar_oceanography.html
http://www.ncsu.edu/imse/4/lessons.htm

Earth Learning Ideas

Incredibly useful site for small to medium sized Earth Science lessons and activities:
http://aegsrv2.esci.keele.ac.uk/earthlearningidea/English/contents_English.html
http://earthlearningidea.blogspot.com/

The lessons are well explained and well researched. However, the resources are often lacking (ie. lacking in easy to use presentations).

ACS: Inquiry in Action

These are more chemistry inquiry activities that I haven't the time to peruse right this second.
http://www.inquiryinaction.org/classroomactivities/

Google Earth

As an EPA contractor I used Google Earth to locate power plants, ethanol generators, and town boundaries. As an Earth science teacher, I think that Google Earth will be a valuable tool for students to learn about and with.

One of my first lessons will be about interpreting maps of all kinds. Certainly, we will discuss how to read and create paper 2D maps of all sorts: topographic, soil, etc. However, GE provides the students with a much more powerful tool that they will be more likely to use when they enter the workforce (or just around the house). The ability to quickly search and view in three dimensions is something that paper maps simply can't compete with. It is also pretty fun to play with!

I'm still fleshing out exactly how I'll introduce and teach the tool in an Earth Science context (as opposed to just teaching the software). I've found a few sites that seem helpful:

Google Earth for Earth Science:

http://www.eastchester.k12.ny.us/schools/hs/teachers/fermann/ge.htm

This appears to be related to a presentation that a couple of high school science teachers from NY did on using GE in the classroom. The poster is interesting, but the collection of links is a great starting point. There are a number of kmz files relating geology, tectonics, glaciers, and hydrology. There are a few links to lesson plans that look like they could be useful later in the semester when I get to topics like subduction zones.

KML Geology:

http://www.geology.sdsu.edu/kmlgeology/

This site from SDSU contains a number of overlays for geological formations (many in the SoCal area). It could be helpful when doing geology or oceanography. At this point, it could provide an extra source of practice overlays for students to interpret.

My main issue right now is to figure out how to create an inquiry-based lesson that teaches the essentials of GE and map interpretation. A scavenger hunt seems too structured to fit into the IBL model, but this *is* the beginning of the semester so it could be a nice way to transition into the course. A nice product for classwork could be kml's submitted through the school website because it would also teach how to submit work on the website.

I would rather the lesson contain exploration instead of just being a tedious, repetitive task. Maybe some prediction involved? Description of the site found?

Hopefully I can make the first GE activity exciting enough that the students stay on task and are excited to use it in the future.

Inquiry based learning

A bit of background and thoughts on IBL to keep in mind when evaluating these lessons -

The SIMPL approach to inquiry based learning:

1) Teacher - intro

2) Student Lesson - intro

3) Student Lesson - body

4) Student Lesson - reflect

5) Teacher - reflect

Very close to Engage->Explore->Explain model, which relates to the scientific method.

The SIMPL approach (as I read it) seems to have the teacher provide the background needed for the lesson, then lets the student work on the lesson (developing their own ideas), and then has the teacher tie it back together into a take-home message.

There is also the very basic version of: tell the students what they will do, have them do it, then tell them what they did.

According to the typical process for IBL:

The learner should engage in a scientific question, gather evidence, use evidence to formulate explanation, connect explanation to background, and present their work using evidence the justifies their explanation.

The nice thing is that these processes teach students how to learn on their own and solve their own problems in a methodical, adult way. Using these methods students should be able to answer any question. The lessons typically have differentiation built in to the process and fit into many different classes in Bloom's Taxonomy.

Let me not forget that science is supposed to be about curiosity and research. Sure, some stuff is just not practical to get through methods other than direct instruction, but science education SHOULD be mostly interactive.

Chemistry related: what element would you be

I'll be teaching chem next semester, it never hurts to get an early start!

http://www.learnnc.org/lp/editions/chemistry-matters/6066