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Conveyor Belt Cycle A Team: Teacher as Problem Solver

Page history last edited by Corina Carmona 8 years, 9 months ago

ESSEA Discussion Page 

Team 11 Group Name: Fire Breathing Rubber Duckies!!

EDTC 6341 Fall 2011 All Sections

Home Orientation Climate ChangeGalveston Hurricane 1900Conveyor Belt |

 

The Great Ocean Conveyor Belt and  Abrupt Climate Change

 

Conveyor Belt Links to assignments by cycle

Conveyor Belt Cycle A Individual: Teacher as Problem Solver

Conveyor Belt Cycle A Team: Teacher as Problem Solver

Conveyor Belt Cycle B Team: Model Building

Conveyor Belt Cycle C: Teacher as Designer

 

Cycle A Team: Teacher as Problem Solver

  • Read the Knowledge Building Rubric.
  • Brainstorm a list of questions you think you need to answer to understand the scenario.
  • Post your questions in Discussion Space.
  • Review your teammates' questions.
  • List the key questions and plan how to investigate them as a team.
  • List answers to your questions as you build knowledge together.
  • By the end of the cycle, develop a team problem statement and post it in Discussion Space.
  • Upload assignment to your Portfolio (ESSEA) for a grade.

 

LegendJavier Guajardo, Juanita R. Martinez, Delilah Alegria, and Corina Carmona.

 

Team Discussion:  List of questions that need to be answered to understand abrupt climate change and its effect on the ocean's conveyor belt. 

Corina

What are some ways that we can adapt to abrupt climate change?

What kind of impact can humans have on climate change and the conveyor belt?

Does the disturbance of the conveyor belt significantly impact climate?

Is changes in the conveyor belt creating severe weather?

Are there any other causes of the abrupt climate change that are out of human control?

Janie  
Delilah  
Javier  

 

Team Discussion: What needs to be researched?

Corina 

Human activity that is impacting the ocean's conveyor belt.

   
Actions that can be take to avoid negatively impacting the conveyor belt.
   
Other causes of the abrupt climate change that are out of human control.
   
Causes of severe weather conditions.
   
Janie        
     
Delilah        
     
Javier       
     

 

Team research assignments:

Corina  - Human activity that negatively impacts the conveyor belt.  

Delilah

 

Janie 

 

Javier

 

 

Team Problem Statement for climate change and the ocean conveyor belt. 

The purpose of this ESS analysis is to identify sources of abrupt climate change that disrupts the thermohaline system in the oceans and the impact it would have on the United States. Our team will research the severity of the impact on the ocean’s conveyor belt and how human can adapt to abrupt prolonged climate change. 

 

 

PBL Model (from ESSEA Course) Steps 1 through 6
1.  Read and analyze the scenario and situation.  Check your understanding of the scenario.  Don't be tempted to start thinking about potential solutions or to start looking for information.  You will be more effective in addressing complex scenarios by following steps 1 through 7.  
2.  List your personal understanding, ideas, or hunches.  You will have some understanding about the cause of the problem or ideas about how to solve the problem.  These need to be listed; they will be supported or refuted as your investigation proceeds.  You will also list many alternative conceptions that need to be addressed.  
3.  List what is known.  If needed, print a copy of the scenario and situation and move away from the computer.  Make a list of everything you know.  You do not need to conduct any research at this point.  Just draw from your prior knowledge and the information that is included in the scenario.  
4.  List what is unknown.  Prepare a list of questions that you think need to be answered to solve the problem.  Several types of questions may be appropriate.  Some may address concepts or principles that need to be learned in order to address the situation.  Other questions may be in the form of requests of more information.  These questions will guide research that may take place on the internet/www, in the library, or with other sources. 

5.   List what needs to be done.  Plan the investigation.  Such actions may include questioning an expert, getting online data or visiting, a library to find answers to the questions developed in step 4.  When working with a team, divide the duties. 

6.  Develop a problem statement.  A problem statement is a one or two sentence idea that clearly identifies what you are trying to solve, produce, respond to, test, or find out.  In more complex situations, you may have to being step 7, then consider the emerging situation in order to complete step 6.  Keep in mind that the problem statement may have to be revised as new information is discovered and brought to bear on the situation.  

 

 

 

Cycle A: Teacher As Problem Solver

 Team: Knowledge Building Rubric

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