Th Tipping Point

It truly is the tipping point in more than one ways.
As we transition from quarter to quarter in our school, I am laying out the second half of our quarter for Earth Science. I have been struggling with understanding how best to incorporate game design into the content, as well as integrate Backwards Design and make the learning authentic in nature, while also connecting the content to the CTE Career Clusters at the school (Arts & Audio/ Video Communication, Information Technology, Architecture and Construction, Health Science and Automotives).
Tall order, you say?
Well, I think I have also forgotten to mention the integration of iPads into the mix.
In essence, this is really looking at the components of being a quality teacher. And rather then looking at the components this morning, I took the time to consider the authenticity of the learning that was required. What would make the learning beneficial to the student population. After several months of contemplation, research and implementation on a small scale of varying ideas, I have come to several conclusions.
1. Regardless of technology, content, design processes, the first stop should be authenticity and goals of learning.
2. The next stop should be Backwards Design to reach the authentic learning goal.
3. And finally, the third stop should be the utilization of the proper tool.

Which is the tipping point. Examining first semesters standards for the district (which focuses on Scientific Inquiry, Earth Systems, Atmosphere, and Oceanography), I have decided that the best overall project to really learn about all of these basic concepts is Climate Change.

As mentioned in previous posts, I have been working on a project with students to investigate a Planet that has similar issues to ours. In so doing, students have been asked to support their argument of what is causing the problem on the planet with data that they have been provided.

Now we are ready for the next step, the backwards design of the unit that will cross them from the planet to our's to support their argument with similar data from Planet Earth. We will look to connect with scientists and researchers at UAF currently studying climate change and learn how they take measurements to study the climate. Why their measurements are accurate and how they are making predictions for the future. These groups include:

• Arctic Modeling Research Group
• Arctic Climate Research Center
• Center for Global Change 
• Cold Climate Housing Research Center

So what will be our end projects:

•  Planet Z: Students investigate issues on another planet and determine what the cause of the issues are based on supporting data.

o   Modeling and predicting the future: Game Play (Fate of the World)

o   Could local changes be a case for larger scale changes? (Fairbanks Air Quality)

o   Cold Weather Housing Field Trip (http://www.cchrc.org/)

o   Presentation of Data supporting issue (Posters) and models to Mr Z. followed by weekly or biweekly blog/ Facebook entry.

• Professional Proof: Students create a professional data/ informational poster to share the facts about Climate Change by examining data for their own area in Fairbanks. This is then displayed in the school and presented to researchers and partner classes via videoconference.

o   The science behind climate change, you decide.  (Pre-survey and post-survey in school for effect of information shared in the school environment)

Now here is where the tipping point has occurred in more than one way. If you recall my whole Independent Study was to examine the integration of game and game design into this whole process. I believe that I have located a game simulation to integrate into this authentic learning:
Fate of the World: Tipping Point

This game can be integrated throughout our learning and projects, to help reach the end learning goal. I am also very interested in the concept of integrating the content through 3dGamelab to provide a reward system for being group leaders or head research scientist for each group to provide basic science demos to support learning for the authentic research.

Finally, the end culmination of this project? Utilization of the learning to create iPad Games that simulate energy efficient building designs in a game format, and or the basic of climate change, solution provision in a game format that kids can play to understand the impact of climate change.