esip 2011 jdmoore

TO OBSERVE THE EARTH

John D. Moore2009 -2011 Albert Einstein Distinguished Educator Fellow

New Jersey, United Statesmr.moore.john@gmail.com

… and Visualize the Future

As we face future natural and human generated hazards and disasters, the Geosciences have a critical role in the public awareness, safety, and national security of our nation. This past year, we have experienced volcanoes, earthquakes, tsunamis, hurricanes, tornadoes, and severe flooding, yet it is becoming increasing more difficult to find opportunities in K-12 education for students to engage in relevant related studies. What implications will this have on the 21st Century workforce? Teachers are using satellite and remote sensing technologies to incorporate imagery, data, and real time observations in the classroom. Geographic Information Systems content is being taught as a technical skill, and is used to develop “Geospatial Thinking” in problem solving. Today, pre-college students and teachers are collaborating with the commercial aerospace industry and NASA to build “CubeSats”, ready for spaceflight, creating authentic science experiences. Students are engaged in observing the Earth and visualizing their future. Our community has an opportunity to inform policy makers in the development of emerging national STEM Education initiatives. The interdisciplinary nature of our discipline lends itself to providing the required leadership. Therefore, it is imperative that any plan for “Creating a National Strategy for Environmental Intelligence” highlight education as a fundamental component.

(The Forum On Earth Observations V , 14 June 2011)

SPACE-EARTH EARTH-SPACE

Integrated “SEES” Model

Students now have the ability to examine a geo-referenced location from the

top-down and bottom-up

“SEES” Model Examines a geo-referenced

location from the top-down and bottom-up

Fosters Geospatial Thinking

Identifies geo-referenced data points/sources

Incorporates Real-time Data

www.globe.gov

The GLOBE Student Climate Research Campaign (SCRC) aims to engage students in measuring, investigating, and understanding the climate system in their local communities and around the world. Drawing on GLOBE protocols and data, as well as other datasets, students take climate-related measurements and investigate research questions about climate.

Climate and Land Cover Project Overview

The Climate and Land Cover (CLC) Project is a joint scientific research effort between GLOBE schools around the world and National Oceanic and Atmospheric Administration (NOAA) climate research scientists. The CLC project uses student collected data to help improve land cover classification and related climate models. Using GLOBE land cover protocols, GLOBE students take photographs and classify representative land cover areas near their schools and upload these data to the GLOBE scientific database. NOAA scientists then use the student collected data to test the accuracy of land cover types that are based upon satellite images of the Earth's surface. In addition to establishing a large number of land cover sites around the globe, the CLC project hopes to have students re-photograph their land cover study sites every three months since repeated data collection, over multiple years, is particularly valuable for investigating land cover and climate change over time.

MONITORING LOCAL ENVIRONMENTAL CHANGE …

GLOBE DATA from the Burlington County Institute of Technology, Medford New Jersey USA

Monitoring Air Temperature

Changing Temps impact Green-up/down

Surface H20 Temperature vs. pH

Changing Land-Use may alter runoff. The Pinelands are pH sensitive

Using Satellite Imagery and Aerial Photography to document Land-Use change.

How much change can occur before the MUC changes?

Real- Time Data Google Earth Display Geographic Information System (GIS) Image Analysis Study Earth as a System Monitoring Field Observations and Data Collection

vGeoscience and Remote Sensing Laboratory

A NEW ERA OF OBSERVATIONS… to Observe the Earth and Visualize the Future

CUBESAT

The BLUECUBE Enterprise Ultimate aim: create new paradigm: BLUE CUBE Build Launch Utilize Educate with CubeSats To better promote STEM and Career and Technical

Education to middle and high school students by…

Building, testing, and validating the flight readiness of student built CubeSats

Launching CubeSats to LEO by commercial carriers Tasking these ‘picosats’ by teachers to conduct data

collection (upper atmospheric sensing and ground observations)

Downloading the acquired data to ground stations and amateur radio operators

Uploading acquired data to a web-based interface Utilizing that data requested by the teacher in the

classroom

Towards the Future Promoting the study of the Earth as a System Applications of Real Time Data in the Classroom Project Based Learning model … Science as

Inquiry Focuses on Career and Workforce Development STEM oriented experiences Engagement of the K-12 Community 21st Century Workforce Skills

“A Review of the GLOBE Program”, Office of Science and

Technology Policy 2010 …“Preparing the Next Generation of STEM Innovators: Identifying and Developing Our Nation’s Human Capital”, National Science

Board, 2010 … “Empowering the Nation through

Discovery and Innovation”, NSF Strategic Plan 2011-

2016 … “GeoVision Report”, NSF Advisory Committee

for Geosciences, 2009 …“GEO Education and Diversity Strategic Plan 2010-2015”, 2010 …“Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Mathematics for America’s Future”, President’s Council of Advisors on Science and Technology, 2010 …

“Successful K-12 STEM Education:

Indentifying Effective Approaches in Science,

Technology, Engineering, and Mathematics”, National Academy of Science, 2011

It is a miracle that curiosity survives

formal education. Albert Einstein

CONTACT

JOHN D. MOOREmr.moore.john@gmail.c

om

THANK YOU!