Making Real Life Connections and Engaging High School Students as They Become Climate Detectives using data obtained through JOIDES Resolution Expedition 341

Dawn Chegwidden1, Alison S Mote2, Jim Manley3, Tamara S Ledley4, Nick Haddad4, Katherine Kelly Ellins5 and Susan E Lynds6, (1)Lewisville High School, Flower Mound, TX, United States, (2)Organization Not Listed, Washington, DC, United States, (3)Coyle Middle School, Rowlett, TX, United States, (4)Technical Education Research Centers, Cambridge, MA, United States, (5)The University of Texas at Austin, Jackson School of Geosciences, Austin, TX, United States, (6)Univ Colorado, Boulder, CO, United States
Abstract:
Texas is a state that values and supports an Earth Science curriculum, and as an experienced educator in Texas, I find it crucial to educate my students about the various Ocean Science careers that exist and also be able to use the valuable data that is obtained in a core sample from the ocean floor.

“Climate Detective” is an EarthLabs module that is supported by TERC and International Ocean Discovery Program (IODP) Expedition 341. This module contains hands-on activities, many opportunities to interpret actual data from a core sample, and collaborative team skills to solve a problem. Through the module, students are able to make real connections with scientists when they understand various roles aboard the JOIDES Resolution. Students can also visually experience real-time research via live video streaming within the research vessel. In my classroom, the use of the “Climate Detective” not only establishes a beneficial relationship between teacher and marine scientists, but such access to the data also helps enhance the climate-related concepts and explanatory procedures involved in obtaining reports. Data is applied to a challenge question for all student groups to answer at the end of the module. 

 This Project-based learning module emphasizes different forms of evidence and requires that learners apply different inquiry approaches to build the knowledge each one needs to acquire, as they become climate-literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth’s systems and climate change. In addition, this experience has led me to become an advocate who promotes vigorous classroom discussion among my students; additionally, I am encouraged to collaborate with other educators through the delivery of professional development across the state of Texas. Regularly, I connect with scientists in my classroom and such connection truly enriches not only my personal knowledge, but also provides a foundational understanding for my students.

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