Peg Steffen - Preparing Youth as Planet Caretakers
•Transferir como PPT, PDF•
1 gostou•571 visualizações
Presenter: Peg Steffen, Education Coordinator, NOS Communications and Education Division, NOAA Sea level rise, coastal degradation, loss of species and habitat destruction will provide many challenges for the young people in the future. How can we give them the knowledge and skills to make informed decisions about their planet? NOAA has investigated the use of game technologies, providing effective resources for widely dispersed audiences. Games about coastal habitats and threatened species have been developed and tested in elementary and middle school classrooms. This session will share study results along with characteristics of digital projects that educators find useful. Finally, learn about an upcoming free August workshop that will highlight the use of models and simulations to understand and take action on impacts of climate change and a climate game jam coming to a site near you in October!
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Semelhante a Peg Steffen - Preparing Youth as Planet Caretakers
Semelhante a Peg Steffen - Preparing Youth as Planet Caretakers (20)
Mais de SeriousGamesAssoc
Mais de SeriousGamesAssoc (20)
Último
Último (20)
Peg Steffen - Preparing Youth as Planet Caretakers
- 1. Preparing Youth as Planet Caretakers: Games Tackle Environmental Issues Peg.Steffen@noaa.gov
- 2. National Oceanic and Atmospheric Administration • National Weather Service • National Marine Fisheries Service • National Ocean Service • Oceanic and Atmospheric Research • Satellites and Data 2
- 3. NOAA includes…… *Real world issues *Full range of STEM *Monitoring and data *Systems thinking *Human interactions with Earth systems 3
- 5. 5 Source: http://www.globalchange.gov/publications/reports/scientific-assessments/us-impacts Intense precipitation events (the heaviest 1%) in the continental U.S. increased by 20% over the past century while total precipitation increased by 7%. Change in Precipitation Patterns
- 6. 2014 was Earth's warmest year on record
- 7. • Changes in trends of maximum and minimum temperatures • Changes in “normal” distribution of temperatures • Heat waves – stress on people, plants and animals • Shifts in plant and animal species Heat and Heat Waves
- 8. Biodiversity • Protecting Endangered Wildlife • Land Conservation • Coral Reefs and Rainforests
- 9. Protection of Natural Resources • Air-Water Pollution • Reviving World’s Ocean • Safe and Sufficient Water • Sustainable Communities
- 12. State Environmental Literacy Standards MD “Each local school system shall provide a comprehensive, multi-disciplinary environmental education program…. – Environmental Issues – Interactions of Earth’s Systems – Flow of Matter and Energy – Populations, Communities and Ecosystems – Humans and Natural Resources – Environment and Health – Environment and Society – Sustainability.
- 14. Next Generation Science Standards • Scientific and engineering practices • Crosscutting concepts • Disciplinary core ideas Students should explore a core idea by engaging in the practices and making connections to crosscutting concepts.
- 15. Framework Assumptions: • Children are born investigators • Focus on deeper understanding of fewer ideas • Understanding develops over time • Science and Engineering require both knowledge and practice • Connecting to Students’ Interests and Experiences in the real world
- 16. Environmental Literacy and NGSS Environmental Literacy Environmental Literacy depends on science skills and understandings but includes social sciences and humanities…civic engagement. Next Generation Science Standards
- 17. Its Confirmed: Kids Play Games • 97% of ages 12-17 play video games • 48% of American parents play with their children weekly • 64% of parents believe games are a positive part of their children’s lives
- 18. Games have great potential to: • Engage students in investigations • Develop understanding in science concepts and practices • Maintain motivation • See and interact with representations of phenomena • Keep students engaged in science, especially girls and underserved groups.
- 19. Games.noaa.gov
- 21. For the Young
- 22. Older students
- 23. WaterLife: Serious Science Games Game Development Partnership between: Montgomery College Computer Simulation and Gaming Department – game design, animation, technical expertise Montgomery College Foundation – student funding support NOAA – content review and funding Development time for each game: one year
- 25. Where Rivers Meet the Sea • Ecosystem basics • Habitat importance • Threats to estuaries • Estuary restoration • What you can do
- 26. Technical Aspects • Flash-based • Fast forward option • Subtitles in 11 languages
- 27. Story of Environmental Action
- 28. Valerie meets Oscar A sea otter in trouble who enlists Valerie in a quest to save the estuary.
- 29. One Mission: Four Challenges 1. Trash Recycling 2. Water Flow
- 30. One Mission: Four Challenges 4. Fight the Pollution Monster 3. Fix the Food Web
- 32. Additional Resources • For Educators • For Kids • Careers • What We Do • You Can Help – Visit, volunteer – Beach and Waterway clean-up – Stop Marine Debris
- 33. Sea Turtles and the Quest to Nest
- 34. Many sea turtle populations are declining sharply Loggerhead sea turtles face many dangers in the marine environment and on land. These dangers are mostly caused by human activities. Sea turtles are accidentally caught in fishing gear and their nesting beaches may be altered or destroyed by building resorts and beach-front homes. Since human actions are causing turtles to become threatened, we need to help save them! Why this Mission?
- 35. Six Stakeholders Six Challenges Turtle Fisherman Environmentalist Tourist Whelk Politician • Player Collects points • Can start and stop
- 36. Field Guide
- 37. For Educators •Links to careers •What students can do to help •Tech specs, how to play •Educator suggestions •Resource links
- 38. Digital Projects
- 41. Use images, voice recording, video, music, and sounds to tell stories * Create new stories * Show what they have learned * Explain what people can do to help * Share their stories with peers and parents Use images provided in the gallery, combine with other artwork, or create new Digital Storytelling
- 42. Students create the messages and use the gallery art. Posters
- 43. • Sanctuary Sentinel • Estuary Examiner • Fish Eye View • Ocean Etiquette News • Career Chronicle http://www.nmfs.noaa.gov/pr/pdfs/education/kids_times_turtle_loggerhead.pdf Newsletter Creation
- 44. Bonus Features
- 46. More Multimedia Projects Use video cameras, computer images, posters and other props to tell a story, highlight an event, or create a newscast. •Give a tour of sea turtle habitats and life history. •Create a “moment in history” with interviews, eyewitness accounts •Research your local connections to the ocean •Create an documentary about a problem
- 47. Formal Research Study Completed in 2011 with middle school teachers using the games in the classroom. Research question is: Does playing a WaterLife game as part of instruction develop students’ understanding of the key concepts as well or better than instruction without the game? Additional questions: • Do the two learning conditions affect student attitudes and intentions differently? • Are there differences in the effects on students of prior high, medium and low achieving levels? • How do educators use the game in their instruction? • What do students think about the experience of playing the games and its affect on their understanding and attitudes?
- 48. Results • Students were equally knowledgeable about the problems in estuaries and with sea turtles. • The game group was more emotionally involved and passionate about the issue. One student said he was “frustrated trying to get the sea turtle to her nest and he realized that that was what it was like for the sea turtle”
- 49. Results Results were comparable for boys and girls, for different achievement levels, and different grade levels. Students reported significant learning gains about the core concepts. Teachers plan to use the games again and will recommend them to other teachers as a good way to learn. Both students and teachers reported that the games were •Educational •Interesting and engaging •Effective for learning the concepts •Helpful showing students that something can be done to protect estuaries and sea turtles and keep their habitats healthy.
- 50. The Future??? • 40 million tablets and 300 million smartphones • Textbooks will be replaced with a digital-rich curriculum • Trajectory is for game- infused resources.
- 51. High School Career Pathway Badges in the NOAA Sciences
- 52. NOAA Planet Stewards Gaming environment for high school science classes: •Brings together digital resources in a tested interface for classroom use. •Progress monitored by classroom instructor •Allows for customization of resources to fit high school courses •Provides exploration of potential career paths •Developed in cooperation with NOAA scientists and independent instructional designers
- 53. NOAA and 3D GameLab • Online, quest-based platform • Teacher-managed curriculum tool • 172 web-based quests • Students earn experience points, levels, and badges to demonstrate their achievements • Encourages higher levels of challenge and reward
- 54. Quests: Series of videos, activities, games, data access and use
- 56. Badges designed around the science of NOAA
- 57. • A free climate science workshop for formal and informal educators • Introduction to global climate models with new tools for classroom use • Simulations and activities for modeling planetary energy balance, tree rings, paleoclimates, the greenhouse effect, future climate projections • Simulations and role-playing games • Attendees will receive a certificate of participation and professional development hours. Sign up at https://goo.gl/NTQDLc For more information on Climate.gov (http://goo.gl/wo2Nz8) Need help? Peg.Steffen@noaa.gov
- 58. Join game developers, artists, climate scientists, educators and youth at sites all overthe U.S. Rapidly prototype climate game designs (online, mobile, tabletop, or otherformats) Opportunities forprizes, online posting and development support Sign up yoursite at tinyurl.com/climategamejam Individual sign-up begin in Septemberat www.climategamejam.org
- 59. "It is better to teach people in advance about the environment, than to reverse the damage they do...“ Nevo M., 6th Grade Peg.Steffen@noaa.gov
Notas do Editor
- One of the most important changes in precipitations we’ve seen across the nation is that more rain is coming in the form of heavy downpours. There are fewer light rains and more heavy rains in every region. From 1958 to 2007, there's been a nearly 20% increase in the amount of precipitation falling in the heaviest events throughout the U.S. , including 67% in the Northeast, 31% in the Midwest, and 20% in the South. An important message from this map is that the heaviest storms are even heavier than before. You can see that the largest percentage increases in the heaviest downpours have taken place in the Northeast and Midwest. So it’s no surprise that we’ve seen some record flooding areas of coastal inundation there. And we understand why warming causes this. Higher temperatures mean more evaporation, putting more water vapor in the air. Then, when a storm system comes along, all that water dumps out in a heavy downpour. This pattern is projected to continue, with higher emissions meaning greater increases in the heaviest downpours.
- The globally averaged temperature over land and ocean surfaces for 2014 was the highest among all years since record keeping began in 1880. The December combined global land and ocean average surface temperature was also the highest on record.
- Heat is the number one weather-related killer in the United States, resulting in hundreds of fatalities each year. In fact, on average, excessive heat claims more lives each year than floods, lightning, tornadoes and hurricanes combined. In the disastrous heat wave of 1980, more than 1,250 people died. In the heat wave of 1995 more than 700 deaths in the Chicago area were attributed to heat. In August 2003, a record heat wave in Europe claimed an estimated 50,000 lives. North American summers are hot; most summers see heat waves in or more parts of the United States. East of the Rockies, they tend to combine both high temperature and high humidity; although some of the worst heat waves have been catastrophically dry.
- The Hawaiian monk seal is one of the rarest marine mammals in the world. Part of the "true seal" family (Phocidae), they are one of only two remaining monk seal species. The other is the Mediterranean monk seal. A third monk seal species--the Caribbean monk seal--is extinct. Isolated from their closest relative 15 million years ago, Hawaiian monk seals are considered a "living fossil" because of their distinct evolutionary lineage. About 1000 left in 2 populations.
- Environmental stewardship is taking responsibility for environmental quality shared by all those whose actions affect the environment. (http://www.epa.gov/stewardship/) Understanding your influence on climate and climate’s influence on you and society and Taking action to reduce climate change and its impacts
- MAEOE About Mission History Staff Board of Trustees Contact Us Professional Development Conference Calendar Jobs Board EE Certification Green Schools & Centers Green Schools Current Green Schools Green School Newsletters Featured Schools Green School Application Green Centers Current List of Green Centers Green Center Application Green Leaders Youth Summit Environmental Education Resources EnvironmentalLiteracy Definition National Mid-Atlantic Maryland E-Lit 101 Training Tools School Grounds For Learning Get Involved Become a Member My MAEOE Profile Volunteer Sponsorship Opportunities Donate to MAEOE MARYLAND ENVIRONMENTAL LITERACY STANDARDS In 2011, Maryland became the first state in the Nation to require students to be environmentally literate as a high school graduation requirement. The State Board of Education ruled that “each local school system shall provide in public schools (Pre-K-12) a comprehensive, multi-disciplinary environmental education program infused within current curricular offerings and aligned with the Maryland Environmental Literacy Curriculum.” The requirement does not require a specific environmental course for students; instead, each local school system will shape its own environmental education program, but the program must align with Maryland Environmental Literacy Curriculum Standards. There are eight state standards: Environmental Issues; Interactions of Earth’s Systems; Flow of Matter and Energy; Populations, Communities and Ecosystems; Humans and Natural Resources; Environment and Health; Environment and Society; Sustainability. Each local school system will submit their plans to the State Superintendent of Schools for their high school program of environmental literacy. These locally developed programs must ensure that all incoming Grade 9 students in the fall of 2011 will complete a comprehensive environmental education program that meets the Maryland Environmental Literacy Curriculum Standards by graduation.
- Simulations are dynamic models that allow users to explore implications of parameters Games Incorporate goals and rules Provide feedback on progress Player’s action affect the play
- 3.6 million hits in FY14
- Proper removal of water-flow blockages and trash from the water, navigating between obstacles.
- Increase your KP (Knowledge Power) – the more you used the Field Guide and the better you cleaned up trash throughout the game, the more KP you have to fight the pollution monster.
- Why this Mission? Many sea turtle populations are declining sharply. Loggerhead sea turtles face many dangers in the marine environment and on land, mostly caused by human activities. This game accomplishes a recovery action as outlined in the loggerhead recovery plan.
- For a simple story, choose images from the gallery provided and develop a storyboard to tell a story that has a particular point of view or tells about events in the life of any of the characters. Completed stories can be used for student assessment or put in their portfolio. The length of the story can vary widely and the images combined in many different ways,
- Awarded a grant through the HASTAC competition funded by the MacArthur foundation in cooperation with Mozilla. NOAA was in the system as a content provider and open to work with institutions who would develop the badging system. Contact at NOAA – me Boise State – Lisa Dawley and Chris Haskell
- NOAA , as any science agency, faces challenges in getting out content to the public so they can use it to understand their world and respond to a changing economy, changing workforce needs, and a physically changing world. Putting research in a static form on the web does not personalize the consumption of the science concepts or provide engagement strategies. Intrigued with the well-tested platform that Boise State had developed. They have over 3,000 players in 10 countries complete 30,000 quests with very positive results. Yields – more work completed, higher grades, persistent engagement Very attractive to educators…..
- Needed a flexible system that would rise to the new challenges educators are faced with digital students, Next Generation Science Standards, and increased pressure to prepare students for college or the workforce. Teacher feedback has been phenomenal with this tool and the learning analytics which are part of this intelligent system provide data on the learner choices and behaviors.
- System of 20- badges that highlight most science areas of NOAA.