Day -Long Workshop Outline

Engage

Introductions of facilitators

Logistical check (parking, restrooms, etc.)

Overview of morning, mentioning the central questions given below

Introductions of participants

Introductions of general purpose: To get to know EarthComm

The central questions in this workshop format are:

• What is EarthComm?
• How might your teaching change (or not) when you use EarthComm?
• How might students' learning change when they use EarthComm?

:00

Explore

• What are your goals coming into the workshop?
• What questions do you have coming in?
• What goals do you have for an Earth science curriculum?

:10

Explain

EarthComm "Goals and Expectations"

Student Expectations

Teacher Expectations

:20

End the discussion of general goals by relating some of what has been said to the intended goals of EarthComm as given in "Overview of EarthComm," which may be handed out separately or found in the front matter of any teacher's edition.

Elaborate

Begin Volcanoes chapter
Present opening for Volcanoes

• Volcanoes and your community
• Chapter Challenge
• Expectations

:30

Initiate Activity 1: Where are the volcanoes?

:40

Introduce 5-E model

:50

Discuss Volcano activity 1 in terms of the 5-E model

Discuss how chapter elements contribute to the 5-E model

Handout: "EarthComm Curriculum Design"

Initiate Activity 2: Volcanic Landforms

1:15

Break (15 minutes)

1:45

Evaluation

At the conclusion of the break, discuss the first two activities

2:00

Engage

Begin discussion of EarthComm Key Concepts

2:15

Explore

Discuss the first two key concepts

Explain

The ideas of relevance and community call for a different treatment of content than is typical in many Earth science curricula.

Discuss the concept of systems in general

Elaborate

Show the overhead "Earth Systems" and discuss.

Evaluate

Have the participants consider ways in which different Earth systems (spheres) interact to create flows.

Read through one of the four remaining activities in the chapter. If time allows, and if materials such as geologic maps and rocks are available, they can be handed out and participants can work through activity 5, "Volcanic History Of Your Community."

Hand out the essay "Why Use An Earth Systems Approach?" and ask participants to read it during the lunch hour.

This section of the morning is intentionally flexible so that it can be made more or less structured in response to the group, and time. (Note that the fourth key concept, inquiry, has not been addressed yet. That will follow lunch.)

Closure for morning

• Summary of morning
• Overview of afternoon and expected afternoon start time
• Checkpoint (see "Techniques for Group Dynamics")

2:45

Lunch

3:00

Open afternoon section

• Go over Checkpoints and discuss how issues will be addressed
• Review the three key concepts addressed thus far: relevance, community, and systems.

4:00

Engage

Both the community concept and the system concept are open ended, which leads into the final key concept of inquiry.

4:10

Explore

Initiate chapter 3 in the Earth's Natural Resources module, "Water Resources and Your Community."

Pace the groups through the first two activities in this chapter.

Note: Other chapters may be used here. It would be good to learn of local interests prior to the workshop and arranging to do chapters that suit those interests.

Explain

Show the image "A Model of Scientific Inquiry" and discuss.

Discuss "Correlation to the National Science Education Standards."

4:45

Elaborate

Share and discuss the "Outcomes of Inquiry-Based Science Education"

Evaluate

Have participants return to their groups and discuss the role of inquiry in the two activities done so far

While both of the prior activities were inquiries of a sort, they did not involve the students in actually carrying out the plan by which data were obtained (other than direct measurement of the building, if that was actually done.) In activity 3, the students do devise such a plan, and are able to carry it out. In the limitations of a workshop it is not likely that groups can complete this plan, but it would be possible for students.

5:00

Activity 4 can be completed quickly, assuming the data are available.

5:20

Break (as convenient)

Activity 5 and activity 6.

5:30

Discuss "Managing Collaborative Group Learning."

6:15

Initiate discussion of assessment.

6:30

Day-Long Workshop: Detailed Plan

Day 1

Engage

Introductions of facilitators

Logistical check (parking, restrooms, etc.)

Overview of morning, mentioning the central questions given below

Introductions of participants
Introductions of general purpose: To get to know EarthComm

The central questions in this workshop format are:

• What is EarthComm?
• How might your teaching change (or not) when you use EarthComm?
• How might students' learning change when they use EarthComm?

:00

Explore

• What are your goals coming into the workshop?
• What questions do you have coming in?
• What goals do you have for an Earth science curriculum?

You may want to use a "speaking stick" method here (see "Techniques for Group Dynamics") so that the etiquette of open sharing without interruption is established. During this session, write down what is offered without comment, but make mental notes as to what issues will and will not be addressed in the workshop as planned. Consider possible modifications. For those whose ideas will not be addressed, it would be worthwhile to discuss this with them privately, such as during a break, and make suggestions as to how they can reach those goals in other ways. The purpose of doing this now is that it allows you to have a sense of what the teachers are looking for, so that you can adjust as possible, and it gets them talking.

Handout "Overview of EarthComm"

Briefly describe the development process and tell what role, if any, the workshop leaders have had in that process.

Overhead: Development Timeline

:10

Explain

EarthComm "Goals and Expectations"

End the discussion of general goals by relating some of what has been said to the intended goals of EarthComm as given in "Overview of EarthComm," which may be handed out separately or found in the front matter of any teacher's edition.

Student Expectations

Teacher Expectations

:20

Elaborate

Begin Volcanoes chapter:

• Present opening for Volcanoes
• Volcanoes and your community
• Chapter Challenge
• Expectations

:30

Initiate Activity 1: Where are the volcanoes?

• Briefly locate where this activity fits in the modular/chapter scheme
• Establish groups, either by counting off or by seating, hand out materials.
• Allow participants to begin working on the activity, but tell them that they will have only ten minutes or so to work.

:40

"Modules & Chapters"

Introduce 5-E model

5-E Lesson Cycle

Discuss Volcano activity 1 in terms of the 5-E model

Discuss how chapter elements contribute to the 5-E model

Handout: "EarthComm Curriculum Design"

:50

Initiate Activity 2: Volcanic Landforms

Ask participants to consider the elements of the 5-E model as they proceed, as well as the goals and expectations that have been discussed.

This is a longer activity. Taking the break at the end of this will allow for those who do not finish at the same time as others to complete their work.

1:15

Break (15 minutes)

1:30

Ask participants to refer to "EarthComm Big Ideas," "Goals and Expectations for Teachers," and "Goals and Expectations for Students" as they return from break with the intent of discussing which of them the two activities they have done address.

1:45

Evaluation

At the conclusion of the break, discuss the first two activities in terms of the "Big Ideas," and "Goals and Expectations."

Keep this short. It is primarily intended to get them focused on those elements of the program, there will obviously be some areas not addressed by these two activities, as well as several that are.

Note: If available, this would be an opportune time to discuss the relationship between EarthComm and any state or local standards.

Overhead: EarthComm Big Ideas
Overhead: EarthComm Goals and Expectations for Teachers
Overhead: EarthComm Goals and Expectations for Students

2:00

Engage

Begin discussion of EarthComm Key Concepts

Explain that EarthComm differs from other Earth science curricula (See "Key Concepts".) It is important to understand those differences to appreciate the potential of the curriculum.

2:15

Explore

Discuss how each of the first two key concepts relates to the activities that have been done. In that these two are more familiar, the teachers are likely to be able to present many ideas.

Relevance Chapter Challenge relates to impact on student Community Activity 1 in particular relates content to community

Community, as it is used in EarthComm may take some development. Use overheads showing overlapping biological and political communities to emphasize that the concept can be defined in multiple ways. (See overheads section for "Nebraska Surface Cover and Counties" image, as well as instructions for how to create that image for any location in the U.S.)

STOP HERE for a moment. The introduction of Systems will take some time, and is outlined in more detail.

Explain

When the ideas of relevance and community are brought together, they call for a different treatment of content than is typical in many Earth science curricula. The overlapping and shifting boundaries of what is considered a "community" lends itself to a systems-based approach to Earth science content.

Discuss the concept of systems in general. The text and activities given in this manual (see also the "Additional Workshop Activities" section) describe the general components of systems using several examples. Go over these as necessary and as time allows. In EarthComm there is usually not explicit treatment of the components of systems, but for the teachers to understand them strengthens their ability to make use of that aspect of the program.

2:25

Elaborate

Show the overhead "Earth Systems" and discuss some of the interactions that participants already know of between the spheres. Have participants start working through the third activity, "Volcanic Hazards: Flows" be done in conjunction with this discussion.

Overhead: Earth Systems

Evaluate

Have the participants consider ways in which different Earth systems (spheres) interact to create flows, and are affected by flows (note that the whole notion of "hazards" is dependent on the idea that some part of the biosphere is being negatively affected by some other sphere.) It is more important that the participants make the connection with systems than that they finish this activity.

Some examples:

• cryosphere interacts with geosphere in generation of lahars
• geosphere, topography in particular, affects hydrosphere in terms of where pyroclastic flows and lahars actually go
• geosphere affects biosphere as homes and living things are destroyed by pyroclastic flows and lahars

In groups of four, assign one participant in each group to read through one of the four remaining activities in the chapter and prepare to discuss it with respect to how it illustrates the interactions of Earth systems. Provide two to three minutes for reading and discussion, then ask a member of each group to share for about one minute. When groups are finished, they can begin considering what students might create in response to the chapter challenge.

If time allows, and if materials such as geologic maps and rocks are available, they can be handed out and participants can work through activity 5, "Volcanic History Of Your Community." Many people are surprised to find that igneous rock types, or sedimentary rocks with volcanic origin (e.g. tuff) exist near their community. Again, the concept of community may be defined more or less broadly here. Examples of student work will be shared in the afternoon as assessment is discussed.

Hand out the essay "Why Use An Earth Systems Approach?" and ask participants to read it during the lunch hour.

This section of the morning is intentionally flexible so that it can be made more or less structured in response to the group, and time.

(Note that the fourth key concept, inquiry, has not been addressed yet. That will follow lunch.)

Handout: Why Use An Earth Systems Approach?

Closure for morning

• Summary of morning
• Overview of afternoon and expected afternoon start time
• Checkpoint (see "Techniques for Group Dynamics")

2:45

Lunch

3:00

Evaluate

The afternoon will focus on two important elements of EarthComm, the key concept of inquiry and how it is incorporated into the program, and assessment.

Open afternoon section

Go over Checkpoints and discuss how issues will be addressed

Review the three key concepts addressed thus far: relevance, community, and systems.

Show the images provided in this manual "Lancaster County, NE and Associated Watersheds," and "Nebraska Watersheds In The Missouri River Basin and Counties." Similar images for any location in the United States can be generated using the steps given in the Overheads section of this manual. In viewing these images, the concept of community is readily apparent. Attention often turns to community as a political concept, so Lincoln is seen as a community within Lancaster County. It is also readily apparent that both the city and county are influenced by the interactions of the hydrosphere and the geosphere as they form watersheds. The same can be said of the second image, but on a larger scale.

Overhead: Lancaster County, NE and Associated Watersheds

Overhead: Nebraska Watersheds In The Missouri River Basin, And Counties

4:00

Engage

Both the community concept and the system concept are open ended in that they do not have a single correct definition. This feature can be used to open a discussion about definitions taking on meaning within the context of specific investigation, which leads into the final key concept of inquiry. Ask them to consider the role of inquiry in the activities that follow.

Explore

Initiate chapter 3 in the Earth's Natural Resources module, "Water Resources and Your Community" by reading Getting Started, Scenario, Chapter Challenge, and Assessment Criteria. Invite the participants to scan ahead as the Assessment Criteria suggest.

Note: Access the data for Activity 1 prior to the workshop and have the tables available for use by the participants.

Pace the groups through the first two activities in this chapter.

Note: Other chapters may be used here. It would be good to learn of local interests prior to the workshop and arranging to do chapters that suit those interests.

4:10

Explain

Show the image "A Model of Scientific Inquiry" and discuss how it is like and unlike similar models of "the scientific method" that they have encountered. Discuss the strengths and limitations of such models. You may want to read the quote from the AAAS given at the beginning of this manual:

Scientific inquiry is not easily described apart from the context of particular investigations. There simply is no fixed set of steps that scientists always follow, no one path that leads them unerringly to scientific knowledge. (P.4)

Overhead: A Model of Scientific Inquiry

Discuss the kinds of skills that the participants know are used in inquiry.

Overhead: Science Process Skills

Handout: "Correlation to the National Science Education Standards"

4:45

Elaborate

Share and discuss the "Outcomes of Inquiry-Based Science Education"

Overhead: "Outcomes of Inquiry-Based Science Education"

Evaluate

Have participants return to their groups and discuss the role of inquiry in the two activities done so far. Some ideas that might be shared include:

In activity 1, the students were using primary data to draw conclusions about their community's water use and sources of water. The conclusions that they reach regarding the contributions of different aspects of the water cycle will be unique for their community, which suggests that this is an authentic inquiry.

The authenticity of the inquiry is even more pronounced in "Applying What You Have Learned" section. There are many skills called on in generating a response.

In activity 2, a model is used. This model is a particularly strong illustration of a system. By combining this model with the information they gained in activity 1, the students can begin to draw more specific conclusions about their community.

5:00

While both of the prior activities were inquiries of a sort, they did not involve the students in actually carrying out the plan by which data were obtained (other than direct measurement of the building, if that was actually done.) In activity 3, the students do devise such a plan, and are able to carry it out. In the limitations of a workshop it is not likely that groups can complete this plan, but it would be possible for students.

Activity 4 can be completed quickly, assuming the data are available.

5:20

Break (as convenient)

5:30

Evaluate

Activity 5 and activity 6 each require some preparation, but are worth the time. Each can be used to summarize the key concepts that have been discussed with respect to EarthComm. These two activities also provide ample opportunity to discuss issues of managing hands-on inquiry. Safety considerations can also be explored. In that the teachers are experienced in these areas, these discussions should be largely based on their experience and expertise. The handout "Managing Collaborative Group Learning" addresses some additional intricacies of the social dynamics of group work.

Handout: "Managing Collaborative Group Learning"

5:45

Initiate discussion of assessment. Examples of student work from the chapters done in the workshop can be shared. Discussions of the rubric provided in the teacher's edition for each chapter could follow. It is important to discuss the subjective character of project-based assessment. Each teacher will have to make expectations clear to students for each Chapter Report. The rubric provides a guide, and opportunities for defining expectations can be discussed in conjunction with each activity.

Provide examples of chapter tests to demonstrate the availability of traditional assessments in EarthComm that can be used as local contexts demand.

6:15

Begin closure

Ask participants to help organize the room.

Return to goals and expectations lists made in the morning. Discuss issues that may not have been covered through the day. However, many such issues are likely to be related to local conditions, for which the workshop leaders can offer ideas, but not hard answers.

Review the "Big Ideas" and "Module and Chapter" outline of EarthComm. Again, discuss how this relates to local standards and curriculum guidelines.

Return central questions in this workshop:

• What is EarthComm?
• How might your teaching change (or not) when you use EarthComm?
• How might students' learning change when they use EarthComm?

Ask for additional questions.

Hand out the workshop evaluation material.

6:30

Thank participants and close.

7:00

Week -Long Workshop Outline

Day 1

Engage

Introductions of workshop leaders

Logistical check (parking, restrooms, etc.)

Overview of morning, mentioning the central questions given below

Introductions of participants: Ice Breaker Activity

Introductions of general purpose: To get to know EarthComm

The central questions in this workshop format are:

• What is EarthComm?
• How might your teaching change (or not) when you use EarthComm?
• How might students' learning change when they use EarthComm?

:00

Explore

• What are your goals coming into the workshop?
• What questions do you have coming in?
• What goals do you have for an Earth science curriculum?

Development process

:30

Explain

EarthComm "Goals and Expectations"

:50

Elaborate

Begin Volcanoes chapter

Present opening for Volcanoes

• "Volcanoes and Your Community"
• "Chapter Challenge"
• "Expectations"

1:00

Initiate Activity 1: Where are the volcanoes?

1:10

Introduce 5-E model

Discuss Volcano activity 1 in terms of the 5-E model

1:30

Break

1:45

Elaborate

Initiate Activity 2: Volcanic Landforms

2:00

Discuss "Big Ideas"

2:20

Evaluation

Discuss the first two activities in terms of

1. "Goals and Expectations for Teachers" and
2. "Goals and Expectations for Students."

• Closure for morning
• Summary of morning
• Overview of afternoon and expected afternoon start time
• Checkpoint (see "Techniques for Group Dynamics")

Lunch

3:00

Evaluation

Resume after lunch, go over Checkpoint and discuss

4:00

Engage

Begin discussion of EarthComm Key Concepts

Explore

Name the two concepts, "relevance" and "community."

Explain

Discuss the concept of systems in general.

Elaborate

• Show "Earth Systems" and discuss.
• Initiate activity 3: "Volcanic Hazards: Flows"
  

4:40

Evaluate

Relate "Earth Systems" to activities

Initiate activity 4: "Volcanic Hazards: Airborne Debris"

5:10

Break

5:25

Evaluate

• Initiate activity 5: "Volcanic History of Your Community"
• Initiate activity 6: "Volcanoes And The Atmosphere"
• Initiate activity 7: "Monitoring Active Volcanoes"

5:40

Bring closure to the unit "Completing the Chapter Challenge"

6:10

Begin closing the day

Ask participants to help organize the room.

Return to the central questions in this workshop:

• What is EarthComm?
• How might your teaching change (or not) when you use EarthComm?
• How might students' learning change when they use EarthComm?

Questions.

Checkpoint

6:25

Thank participants and close.

7:00

Day 2

Evaluate

Reminders (workshop leaders' names, logistics. etc.)

Review of Checkpoint input from Day 1 end of day

Overview of morning

Reiterate points from yesterday:

:00

Scientific inquiry.

Initiate Chapter 2: Earthquakes and Your Community

1:00

Activity 1, "An Earthquake In Your Community," quickly.

Complete activity 2: Detecting Earthquake Waves.

Complete activity 3: How Big Was It?

1:15

Break

1:45

Resume

Complete activity 4: Earthquake History of Your Community

Complete activity 5: Moderating Earthquake Damage

Complete activity 6: Designing "Earthquake-Proof" Structures

Checkpoint

2:00

Lunch

3:00

Resume, review Checkpoint input

Complete Chapter 3: Plate Tectonics and Your Community

4:00

Include a break

5:30

Begin discussion of assessment

Introduce the group sharing task

Do the "passion points" activity. (Assign groups over night.)

Checkpoint

6:00

Close for the day

Evening social event (optional)

7:00

Day 3

Evaluate

Reminders

Review of Checkpoint input from Day 2 end of day

Overview of morning

:00

Share group assignments with participants.

:10

Initiate discussion of how EarthComm relates to various standards.

Checkpoint

:25

Lunch

3:00

Resume, review Checkpoint input

4:00

Break

5:30

Resume

5:45

Discussions of implementation issues.

Checkpoint

6:30

Close for the day

7:00

Day 4

Evaluate

Reminders

Review of Checkpoint input from Day 3 end of day

:00

Overview of morning

Groups have one hour to complete their preparations and practice

:10

Group I: Understanding Your Environment

Checkpoint

1:10

Lunch

3:00

Resume, review checkpoint

Group II: Earth's Fluid Spheres

4:00

Break

5:35

Resume

5:50

Closure

Checkpoint

6:50

Day 5

Evaluate

Reminders

Last day logistics-adjustable.

Review of Checkpoint input from Day 4

:00

Discussion of student naive conceptions in Earth science

:30

Break

1:10

Resume

1:25

Group III: Earth's Natural Resources

Checkpoint

2:55

Lunch

3:00

Resume

Group IV: Earth System Evolution

4:00

Break

4:30

Resume

4:45

Unresolved Issues Discussion

Review of workshop goals

5:15

Review of key concepts, program structure, what makes it different

Workshop evaluation

Workshop leaders available for individual issues

5:30

All done

6:00

Week-Long Workshop: Detailed Plan

Day 1

Engage

Introductions of workshop leaders

Logistical check (parking, restrooms, etc.)

Overview of morning, mentioning the central questions given above

Introductions of participants

In that time is not as much of an issue, and group cohesion is, it is worth taking the time for an icebreaker activity that gets the participants talking to each other. One suggestion is:

Introductions of general purpose:

• To get to know EarthComm

The central questions in this workshop format are:

• What is EarthComm?
• How might your teaching change (or not) when you use EarthComm?
• How might students' learning change when they use EarthComm?

Explore

• What are your goals coming into the workshop?
• What questions do you have coming in?
• What goals do you have for an Earth science curriculum?

You may want to use a "speaking stick" method here (see above in "Techniques for Group Dynamics") so that the etiquette of open sharing without interruption is established. This question may take participants off guard, especially if they are attending the workshop as a requirement of administrators. It is important, however, to let the participants know that it matters to you what they are thinking and what their priorities are.

During this session, write down what is offered without comment, but make mental notes as to what issues will and will not be addressed in the workshop as planned. Consider possible modifications. For those whose ideas will not be addressed, it would be worthwhile to discuss this with them privately, such as during a break, and make suggestions as to how they can reach those goals in other ways. The purpose of doing this now is that it allows you to have a sense of what the teachers are looking for, so that you can adjust as possible, and it gets them talking.

Handout: "Overview of EarthComm" or refer to front matter of teacher's edition*

Briefly describe the development process and tell what role, if any, the workshop leaders have had in that process.

Overhead: Development Timeline

:30

Explain

EarthComm "Goals and Expectations"

End the discussion of general goals by relating some of what has been said to the intended goals of EarthComm as given in "Overview of EarthComm," which may be handed out separately or found in the front matter of any teacher's edition.

:50

Elaborate

Begin Volcanoes chapter

Present opening for Volcanoes

• "Volcanoes and your community"
• "Chapter Challenge"
• "Expectations"

1:00

Initiate Activity 1: Where are the volcanoes?

Establish groups, either by counting off or by seating, hand out materials. Allow participants to begin working on the activity, tell them that they will have twenty minutes or so to work.

Monitor the groups. As group members finish, invite them to begin looking through the Teacher's Edition for Volcanoes. Ask them to consider how the activity fits into the broader scheme of the curriculum.

Briefly locate where this activity fits in the modular/chapter scheme

Handout/Overhead: "Modules & Chapters"

1:10

Introduce 5-E model

Here is an opportunity to discuss relevant experiences that the participants have had with similar models of instruction. This is also an opportunity to watch for those who might enjoy sharing their experiences enough that they could impede the flow of the workshop. Usually spending extra time with these individuals on breaks helps to address their needs.

Overhead: 5-E Lesson Cycle

Discuss Volcano activity 1 in terms of the 5-E model

1:30

Break

1:45

Elaborate

Initiate Activity 2: Volcanic Landforms Ask participants to consider the elements of the 5-E model as they proceed, as well as the goals and expectations that have been discussed.

Handout: "EarthComm Curriculum Design"

2:00

Discuss "Big Ideas"

The second activity in this unit is a good place to discuss the "big ideas" because it relates well to so many of them. For example:

Big Idea 1. Earth Science literacy empowers us to understand our environment, make wise decisions that affect quality of life, and manage resources, environments, and hazards.

The activity is very obviously related to the "decisions" part of this, which is exemplified in the Chapter Challenge, considering where your relatives might want to move, and "hazards" for obvious reasons.

Big Idea 3. Change through time produced Earth, the net result of constancy, gradual changes, and episodic changes over human, geological, and astronomical scales of time and space.

As one of the more familiar, dramatic Earth science phenomena, volcanoes demonstrate both episodic changes (eruptions) and gradual changes (e.g. the recovery of the volcanic area.) Recognizing that the face of the Earth has changed in both of these ways can help learners understand scales of time, as well.

2:20

Evaluation

Discuss the first two activities in terms of "Goals and Expectations for Teachers" and "Goals and Expectations for Students."

Keep this short. It is primarily intended to get them focused on those elements of the program, there will obviously be some areas not addressed by these two activities, as well as several that are.

Note: If available, this would be an opportune time to briefly discuss the relationship between EarthComm and any state or local standards. A more expanded discussion will follow (on Day 2) so this is really just a way to get the participants thinking in this direction.

Closure for morning

Summary of morning

Overview of afternoon and expected afternoon start time

Checkpoint (see "Techniques for Group Dynamics")

2:45

Lunch

3:00

Evaluation

Resume after lunch, go over Checkpoint and discuss

4:00

Engage

Begin discussion of EarthComm Key Concepts

Explain that EarthComm differs from other Earth science curricula (See opening paragraph under "Key Concepts" .) It is important to understand those differences to appreciate the potential of the curriculum.

Explore

Name the two concepts, "relevance" and "community" and ask the participants to suggest what is meant by each and how each plays a role in Earth science education. Compare and contrast traditional approaches with more reform-based, student-centered approaches.

Discuss how each of the first two key concepts relates to the activities that have been done. In that these two are more familiar, the teachers are likely to be able to present many ideas.

Community, as it is used in EarthComm may take some development. Use overheads showing overlapping biological and political communities to emphasize that the concept can be defined in multiple ways. (See overheads section for "Nebraska Surface Cover and Counties" image, as well as instructions for how to create that image for any location in the U.S.)

STOP HERE for a moment. The introduction of Systems will take some time, and is outlined in more detail.

4:25

Explain

When the ideas of relevance and community are brought together, they call for a different treatment of content than is typical in many Earth science curricula. The overlapping and shifting boundaries of what is considered a "community" lends itself to a systems-based approach to Earth science content.

Discuss the concept of systems in general. The text and activities given in this manual (see also the "Additional Workshop Activities" section) describe the general components of systems using several examples. Go over these as necessary and as time allows. In EarthComm there is usually not explicit treatment of the components of systems, but for the teachers to understand them strengthens their ability to make use of that aspect of the program.

Elaborate

Show the overhead "Earth Systems" and discuss some of the interactions that participants already know of between the spheres. Have participants start working through the third activity, "Volcanic Hazards: Flows" be done in conjunction with this discussion.

Overhead: "Earth Systems"

Initiate activity 3: "Volcanic Hazards: Flows"

4:40

Evaluate

Have the participants consider ways in which different Earth systems (spheres) interact to create flows, and are affected by flows (note that the whole notion of "hazards" is dependent on the idea that some part of the biosphere is being negatively affected by some other sphere.) It is more important that the participants make the connection with systems than that they finish this activity.

Some examples:

• cryosphere interacts with geosphere in generation of lahars
• geosphere, topography in particular, affects hydrosphere in terms of where pyroclastic flows and lahars actually go
• geosphere affects biosphere as homes and living things are destroyed by pyroclastic flows and lahars

NOTE: Let the next several activities flow smoothly, with limited comment between them. It is important to the participants' understanding of the chapter structure that the next three activities be done in a steady flow, with all of the parts of the activity addressed, especially the "Preparing the Chapter Report" section of each. The "Inquiring Further" ideas are optional, but should not be allowed to interrupt the flow of the activities greatly. The idea is to end the day having completed an entire unit, with time for discussion of the Chapter Challenge.

Model good management techniques here. A discussion of managing hands-on science will follow on Day 2, but it will be helpful if there has been good modeling. Some suggestions are provided in the "Managing Collaborative Group Learning" section of the Teacher Edition. Other suggestions include:

• consider traffic flow and place materials to avoid congestion,<