1 / 24

Ocean Drilling Distance Learning Program

Ocean Drilling Distance Learning Program. Overview.

ulf
Download Presentation

Ocean Drilling Distance Learning Program

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ocean DrillingDistance Learning Program

  2. Overview • The Ocean Drilling Distance Learning Program (OD-DLP) at Texas A&M University builds on the exciting scientific research achieved by the Ocean Drilling Program to enhance middle school science education. The OD-DLP is made possible through the collaborative efforts of the College of Geosciences and the Ocean Drilling Program, and the eEducation Group in the College of Education at Texas A&M University.

  3. Program Objectives • Increasing the technology hardware available in rural middle school science classrooms, • Providing professional development on technology integration into classroom instruction for middle school science teachers, • Providing earth science instructional materials electronically to rural middle school science classrooms.  These objectives have been met by securing and delivering the essential hardware to participating schools

  4. Participating School Districts

  5. Resources Provided to Participating Districts Major funded was provided by the Telecommunications Infrastructure Board (TIFB) • Five Workstations • Teacher Laptops • Digital Camera • Printer • High-end Projector

  6. Professional Development • Five Day Intensive • Opportunities in earth science and instructional technology • Sessions focus on hands-on training • Sessions spotlight web-based curricula and resources • Each participant learns how to create a web-based science lesson using Trackstar and QuizStar 

  7. Web-based Curricula Modules • The Changing Tides Module • Ice Volume Module • Sediments – What Can We Learn from Mud Module? • 645+ Texas middle school students are currently field-testing the modules in their classrooms

  8. Web-based Curricula Framework • Lesson Objectives • Pre-tests and Post-tests with answer keys • Presentation of Concepts • Downloadable Student Journal Activity Sheets for Experiments and Activities • Teacher Lesson Notes • An outline of science and technology TEKS Standards that are addressed in the lesson

  9. Ship to Shore Conferencing Seven live conferences were broadcasted weekly from the JOIDES Resolution: • Program Introduction-Leg 194 • Shipboard Laboratories • Sediments-Types and Distribution • Geological Time • Using “Sound” as a Tool • Changes in Sea Level • The End is Just Beginning

  10. Broadcast, Schedule and Resource Center

  11. Instructional Delivery and Design • The interface includes instructional slides that load in the large window • Streaming video of the teacher on board loads in the lower right window • Broadcast Orientation button directs the user to the Broadcast Agenda, Teachers Notes, Student Journal Activity Page, and Related Resources • ASK A QUESTION button directs the user to the ASK A QUESTION submission page

  12. Instructional Design • A master teacher traveled on the JOIDES Resolution, for fifty-six days and taught weekly lessons to students • Seven twenty-minute lessons were taught • Students conducted problem-solving activities weekly and posed questions

  13. Sample Lesson Slides:How Old is Old? Geologic Time Broadcast 4: February 7, 2001 Mrs. Joan Linsley

  14. Relative vs. Absolute Time • Relative: the age of a rock layer in relation to other nearby layers. The precise length of geologic time represented by any layer is often unknown. • Absolute: the age of a rock or mineral in numbers of years. Sample Lesson Slides:

  15. Geologic Time 1.8 5.0 23 38 54 65 135 192 280

  16. Terms/Tools Determining Age • Biostratigraphical Unit: definition of the boundaries of a rock layer based on the ages of fossils within it • Lithostratigraphical Unit: definition of the boundaries of a rock layer based on the physical characteristics of the rocks within • Chronostratigraphical Unit: division of a section of rock based on the absolute ages of the rocks within it • Geochronology: development of a time- line of events relating to the deposition or creation of rocks in a given area Sample Lesson Slides:

  17. Use of Fossils Fossils provide a record of the slow, progressive development of life. Through the use of index fossils, one may identify a particular layer of rock wherever it is exposed. Scientists use fossils to identify ages of rocks throughout the world. Sample Lesson Slides:

  18. Guest Dr. Michael Howell PaleontologistUniversity of South Carolina These Sample Lesson Slides were used as the guest scientist presented concepts.

  19. Fossils

  20. Bio/Lithostratigraphy

  21. Time for Ask A Question!!

  22. “ASK A QUESTION” • Mrs. Linsley, along with project scientists, answered student questions that were submitted through the Ask a Question system • The teacher on board highlighted students’ questions and scientists’ responses during each broadcast • All ASK A QUESTION responses are posted on the weekly A-A-Q response pages

  23. ASK A QUESTION Example • Question: What exactly do you expect to find? Have you found any clues that there are any life forms that have not been discovered yet?Name: MelissaSchool: Charlotte Middle School, Charlotte TXResponse: We expect to find that there have been rises and falls in the sea level that drowned and exposed the reefs at various times. We will be investigating the times these occurred and the magnitudes of them. One of the scientists has found a foraminifer that appears to be different from those found here previously. There is an indication that there was a shallow lagoon here with sea grass because sea grass fossils were found. This was expected as a part of the reef system. We don't expect to find new life forms, but discovery is always possible. To take a look at some of the life forms we are finding, look at this page on calcareous nannofossils, and this page on foraminifers (mentioned in Broadcast 4 on Geologic Time). Some new life forms were discovered by other scientists as part of a seafloor system called a hydrothermal vent. Scientists didn't know that life could exist in such extreme conditions until they actually went to the vents to study them. To find out more about these newest seafloor forms of life, visit this page on seavents.

  24. Journal Activity Examples Why do you think fossils are useful in finding ages of sediments? Fossils are useful for two important reasons: • They are found in many rocks and sediments in many locations around the world. Because they are widespread and have fixed periods of time in which the organisms lived, they are the most commonly used tool for identifying the ages of sediments and sedimentary rocks. Other age-dating tools, such as radiometric dating (absolute ages) cannot be used as often as fossils because of the lack of appropriate minerals to analyze with these methods…

More Related