Using GLOBE Data to Study the Earth System

Using GLOBE Data to Study the Earth System
https://serc.carleton.edu/eet/globe/index.html

Nick Haddad, Tamara Shapiro Ledley, Center for Science Teaching and Learning, TERC

In this activity, students are guided through the process of locating and graphing web-based environmental data that has been collected by GLOBE Program participants using actual data collected by students in Pennsylvania and comparing them to their local climatic boundary conditions. This activity highlights the opportunities for using GLOBE data to introduce basic concepts of Earth system science.

Activity takes three or four 45-minute class periods.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»

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Middle School

Performance Expectations: 1

MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Disciplinary Core Ideas: 3

MS-ESS2.C2: The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.

MS-ESS2.D1: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

MS-ESS2.D2: Because these patterns are so complex, weather can only be predicted probabilistically.

Science and Engineering Practices: 8

Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information, Asking Questions and Defining Problems

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MS-P1.6: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

MS-P3.2: Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation

MS-P4: Analyzing and Interpreting Data

MS-P5.1: Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.

MS-P5.2: Use mathematical representations to describe and/or support scientific conclusions and design solutions

MS-P6.3: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

MS-P7.3: Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

MS-P8.5: Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

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High School

Performance Expectations: 1

HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Disciplinary Core Ideas: 2

HS-ESS2.D1: The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

HS-LS2.C1: A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

Science and Engineering Practices: 8

Asking Questions and Defining Problems, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

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HS-P1.6: Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.

HS-P3.2: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

HS-P4: Analyzing and Interpreting Data

HS-P5.2: Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.

HS-P5.5: Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).

HS-P6.2: Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

HS-P7.4: Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence.

HS-P8.5: Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Climate Literacy

This Activity builds on the following concepts of Climate Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:C) Collecting information
Other materials addressing:
C) Collecting information.

2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:A) Processes that shape the Earth
Other materials addressing:
A) Processes that shape the Earth.

2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:C) Energy
Other materials addressing:
C) Energy.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Instructions are very cookie-cutter/step-by-step in nature. It might be worthwhile to include some additional questions that ask students to explore the available data sets more on their own.
Link to a data source for local climate data from NOAA: http://www7.ncdc.noaa.gov/CDO/CDODivisionalSelect.jsp.
GLOBE Website has changed - to get to Visualize Data go to: http://www.globe.gov/globe-data/visualize-and-retrieve-data

About the Content

Students use real data to understand regional climatic variability. The example that is used in this activity is data collected by students in Pennsylvania and the activity prompts students to compare the presented data with their local climatic conditions.
Data that is used as a sample set in this activity is unfortunately fairly old. The school was most active in collecting data between 1996-2003. The examples ask the students to look at data from 1999. However, the data are as valid as more recent data to understand regional climatic boundary conditions.
Comments from expert scientist: Authentic experience with real data; provides practice reading and interpreting graphs and practice thinking about stocks and flows with a well-known stock (water).

About the Pedagogy

Activity is guided inquiry and mainly engaging because the students are asked to compare the data from the sample school in Pennsylvania to their own region.
The link from the local to the global understanding is fairly weak and can be strengthened by looking at data from different GLOBE schools along the same latitude and another activity on global climate modeling.
Very student-friendly approach to accessing and graphing data collected and submitted by same age students is a nice touch for middle school students
Very scripted and might be challenging for visual learners.

This resource engages students in using scientific data.
See other data-rich activities

Technical Details/Ease of Use

Technically well-done activity with good descriptions.
Access to GLOBE website and graphing tool is free.

Entered the Collection: January 2012 Last Reviewed: December 2016

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Middle School (see details)

Middle School

Performance Expectations: 1

Disciplinary Core Ideas: 3

Science and Engineering Practices: 8

High School (see details)

High School

Performance Expectations: 1

Disciplinary Core Ideas: 2

Science and Engineering Practices: 8

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Climate Literacy

Excellence in Environmental Education Guidelines

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About the Content

About the Pedagogy

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