Review of Lab 1: Frozen in Time?
Reviewer Information
Name:
Connie Sergent
Position and Affiliation (i.e. classroom teacher, Circle High School):
Science Teacher
Ronald Reagan HS
San Antonio
email address:
Technical Review (Does the lab function properly?)
1. On what platform are you testing the lab (i.e. Macintosh, PC)?
PC
2. What is your operating system and browser (i.e. Mac OS 9.1/Netscape 4.75, Windows XP/Internet Explorer 6, etc.)?
Internet Explorer
3. What version of any additional software featured in the lab are you using (i.e. Microsoft Excel 8.0, Windows Media Player 11, QuickTime 7, etc.)?
QuickTime on my older laptop was crummy.
RealPlayer on my new laptop was excellent.
4. Did you experience any broken links? If so, provide the title(s) of the page(s) and the name(s) of the links. Be as specific as possible when identifying a page location (e.g., Lab 1, Part A, “Click here” link to open NASA animation).
None
5. Describe any other technical difficulties you experienced while reviewing the lab. Be specific and detailed in describing the issue(s).
Although I would have liked to, I never got to view the video of the tour of the cryosphere at http://www.gsfc.nasa.gov/mediaviewer/Cryosphere/index.html. Neither of my laptops were successful. All I got was a black screen with a loading bar. One computer got to 57% and stopped while the other never loaded at all.
Additional Technical Review Comments:
The video on the Inuit people worked great and was very interesting. This is the first time I have seen the effect of climate change on permafrost resulting in erosion.
Structural Review (Does the structure of the lab make sense?)
6. How easy or difficult did you find it to navigate the lab?
I love the page turning links. “Open the Student Activity ->” and the previous page and next page. Thank you.
7. Is there any feature that would have made the lab easier to navigate?
Can’t think of any. I didn’t have any problems.
8. If you became lost during the lab, describe the steps that led to the occurrence.
Not at all.
9. Did you understand how to navigate between the separate sections of the lab (i.e., Educator Information page, Student pages, external links, etc.)?
Initially forgot that I had to open two windows to look at them both – can’t just switch back and forth. But again moving within the lab was very easy.
10. If you experienced navigation difficulties, in what section(s) did you experience them?
None.
11. How do you feel about the overall length of the lab?
Without additional assessment, I don’t know that it would last 60 minutes.
I think that more could have been done with the very first cryosphere image. When I do that activity I will do something instructional with it.
Additional Structural Review Comments:
None
Pedagogical Review
Overall Content Impression I
I started this exercise by reading the Cryosphere Unit Overview. As I was reading the “Why Teach about the Cryosphere?” section I found myself asking where was the information regarding the cryosphere in general? The science of the cryosphere, “the places on/within the Earth where water is in a solid state” is missing. How it exists on Earth at this moment and how/why. The role it plays in climate – right now. These are really important concepts that provide a framework when the teachers/students then look at cryospheric changes. I then realized that the focus was really how the cryosphere is an indicator of climate change. I understand that is the focus of the whole unit but as an introduction I feel we should explain these mechanisms of the cryosphere before we then explore its role as an indicator of climate change.
As a science teacher I know that most students have never even heard the term “cryosphere” let alone learn its role in climate regulation. They have little prior knowledge especially in the south where people rarely even see any form of solid precipitation. They have no real perception of the impact of solid water on any system other than their icy drinks. I also know that there are very few resources for educators that succinctly and adequately explain the role of ice in climatology. My experience is the science teachers always need to be able to explain the science beyond the actual lesson. If you have students that are thinking they will ask questions and preferably the teacher can answer them.
Also I find the topic of climate change is one that is frequently debated. By educating the students/teachers of the basic scientific premises of climatology, including the cryosphere, there ends up not really being anything to debate. The cryosphere is an integral portion of the Earth’s systems no matter how one feels about climate change. The science of it is a given.
I think that the second paragraph of the overview is good. It brings factors involved in climatology into the discussion. I would probably change it to say “By studying our current cryosphere, we can learn about …”
Overall Content Impression into the 1st Activity –
I have found where the components of the cryosphere are very well covered – below the” Stop and Think” questions. I feel this whole section should go in the Unit Overview section or at least the Educator’s page, especially the link to the NSIDC “All About the Cryosphere” page. Again the whole idea of the teacher knowing before, and more, than the students do. This page is a great resource.
12. How useful is the Educator Information page?
The arrangement of the page is good. The links are obvious and in the correct places as well as descriptions of the teaching materials. Notes and tips are good for those things that one might not anticipate.
Again though, there is a lack of stating what exactly the cryosphere is and this applies to the student page as well. However the image of the extent of the cryosphere does that and does so very well. I found that everything is really right there in that image. If you could change the caption, maybe bullet the components to address the student objective “…the major components of the cryosphere”.
13. How useful are the Additional Resources?
The link to the NSIDC “All About the Cryosphere” page should go here.
14. Is there any information you would like to have seen included on the Educator Information page that is not present?
See Overall Impression I writing.
15. Are the learning goals of Lab 1: Frozen In Time? clearly stated?
Yes.
16. Are the stated learning goals well-aligned with the expected learning outcomes of Lab 1: Frozen In Time?
I can’t find anything that tells me what the expected learning outcomes are. Found them later. Yes
17. Does Lab 1: Frozen In Time? provide enough background information and support for you to be able to implement the lab effectively in your classroom?
For Part A not really.
See Overall Impression I for Part A.
For Part B yes.
18. Do you think Lab 1: Frozen In Time? provides enough information and support for your students to effectively complete the activities?
For Part A yes.
But for Part B, the Stop and Think question, I would say no. Again with the limited prior knowledge I don’t know that the students could describe any way their life is affected or influenced by the cryosphere. We have to remember this area experiences very little seasonal change and very rarely gets any frozen precipitation besides sleet or hail. I find this question to be a higher order synthesis question that is great but not universally applicable.
19. Please provide any teaching tips you think might be useful for a teacher leading Lab 1: Frozen In Time?.
It would be really good to have a printed image of the extent of the cryosphere given at the beginning of the Lab for the students to have to refer to throughout the activities.
20. Will the embedded assessment strategies allow the teacher to determine if the stated learning goals of Lab 1: Frozen In Time? have been met?
For Part A yes but I don’t think the students will be able to answer for Part B Stop and Think.
21. Does Lab 1: Frozen In Time? contain an appropriate balance of guidance vs. exploration?
Yes with active teacher interaction.
22. Does Lab 1: Frozen In Time? include enough opportunity for students to reflect, discuss, and synthesize what they have learned?
It would be important to talk about the Inuit people and their problems with the changing landscape. The questions are a good launching point.
Additional Pedagogical Review Comments:
The NASA images are beautiful. I am happy to have labs that utilize them. My students and I usually just look at them and analyze them ourselves.
Content Review
23. Does the lab description on the Educator Information page adequately summarize the lab? If not, what information would you add?
Yes for the most part but if it is to be an “Introductory lab” I would add more background information using the first image that shows the extent of the cryosphere and also add the link to the “All About the Cryosphere” page.
24. Is the curricular applicability of the lab apparent from the description? If not, what information would you add?
Yes except it doesn’t really show any impact of life around the globe. The lab only shows impact where there is ice and then no ice. I am thinking you would have to talk about climate to accomplish that and climate is not really discussed. (But as I have stated before it should be.)
25. Does the placement of the lab fit well within the full sequence of Cryosphere labs?
Yes.
26. Does the lab make sense within the larger context of Change Over Time?
Yes.
27. Do you think Lab 1: Frozen In Time? will motivate students to learn about the cryosphere?
Yes.
Additional Content Review Comments:
All throughout this document.
Overall Impression II
28. Describe your overall impressions of Lab 1: Frozen in Time?, and provide any additional comments you have about the lab.
In the Checking In section of part I:
I would change the answer to the first question, “What are the main components of the cryosphere?” “Snow” and “ice” make sense but “frozen ground” does not because it includes components that are not water. To me that would be like calling ice frozen ocean.
In the question, “What is the difference between sea ice and an iceberg?” the answer is given that Sea ice is frozen salt water. Is it not true that the salt squeezes out making this very important when it comes to thermohaline circulation?
I would change the question “What (besides water) is stored in frozen ground?” to include the idea that the gases are frozen in glaciers as well since ice cores will be discussed later.
Overall my impression of the lab is that it is good, has great visuals, and is very workable. It makes me want to go on to Lab 2 and to read more about what is happening in the Arctic.