Sunday, April 22, 2012

Games for Teaching about Global Climate Change

This comes from Think Progress, Climate progress Blog Post: A series of games that can be played to get people to think about global climate change.

Computer Games:

1. Climate Challenge: The player acts as a European leader who must make decisions for their nation to reduce CO2 emissions, but must also keep in mind public and international approval, energy, food, and financial needs.
2. Fate of the World: A PC game that challenges players to solve the crises facing the Earth from natural disasters and climate change to political uprisings and international relations.
3. CEO2: A game that puts players at the head of a company in one of four industries. The player must then make decisions to reduce the CO2 and maintain (and increase) the company’s value.
4. VGas: Users build a house and select the best furnishing and lifestyle choices to have the lowest carbon footprint.
5. CO2FX: A multi-player educational game, designed for students in high school, which explores the relationship of climate change to economic, political, and science policy decisions.
6. “Operation: Climate Control” Game: A multi-player computer game where the player’s role is to decide on local environmental policy for Europe through the 21st century.
7. My2050: An interactive game to determine a scenario for the UK to lower its CO2 emissions 20% below 1990 levels by 2050. The user can select from adjustments in sectors from energy to transit.
8. Plan it Green: Gamers act as the planners of a city to revitalize it to become a greener town through energy retrofits, clean energy jobs, and green building.
9. Logicity: A game that challenges players to reduce their carbon footprints by making decisions in a virtual city.
10. Electrocity: A game designed for school children in New Zealand to plan a city that balances the needs of energy, development, and the environment.
11. Climate Culture: A virtual social networking game based on players’ actual carbon footprints and lifestyle choices. Players compete to earn badges and awards for their decisions.
12. World Without Oil: An alternate reality game that was played out on blogs and other social media platforms for 32 weeks in 2007 by thousands of players to simulate what might happen if there was an oil crisis and oil became inaccessible. Participants wrote blogs and made videos about their experience as if it was real.
13. SimCity 5 (coming 2013): With over 20 years of experience and millions of players the SimCity series has captured imaginations by putting players in control of developing cities. Recently announced, SimCity 5 will add among other things the need to face sustainability challenges like climate change, limited natural resources, and urban walkability.

Role-playing Games:

14. World Climate Exercise: A role-playing game for groups that simulates the UN climate change negotiations by dividing the group into regional and national negotiating teams to negotiate a treaty to 2 degrees or less.

15. “Stabilization Wedge” Game: A game to show participants the different ways to cut carbon emissions, through the concept of wedges.

Board Games:

16. Climate Catan: Building on the widely popular board game Settlers of Catan, this version adds oil as resource that spurs development but if too much is used it also instigates a climate related disaster which can ruin development.
17. Climate-Poker: A card game with the aim to have the largest climate conference in order to address climate change.
18. Keep Cool- Gambling with the Climate: Players take on the roles of national political leaders trying to address climate change and must make decisions about the type of growth and balance the desires of lobby groups and challenges of natural disasters.
19. Polar Eclipse Game: A game where players navigate different decisions in order to chart a path to future that avoids the worst temperature rise.
Ellie Johnston is a writer with Climate Interactive. This piece was originally published at the Climate Interactive blog.

Wednesday, April 11, 2012

Tuesday, April 10, 2012

Sample Gamified Earth Science Unit

Unit 4 Astronomy: Is space the final frontier?  

Enduring Understanding:
Observation of our environment can help us explain changes in our environment.

Are we a closed system to space? Can objects outside of our planet affect us?
Standards
Goals
Essential Questions
·       Explain the formation of the aurora incorporating a magnetic field, the solar wind, and an atmosphere [19] SB4.2, [9,11] SD3.2

·      Discuss some possible causes for mass extinctions.

·       Explain how scientists can predict the age, composition, and motion of a star using the electromagnetic spectrum [9] SD3.3, [9,10,11] SD4.2
·       Describe the birth of a star [9] SD4.1

·      Describe the motion and formation of the earth-moon-sun system [9] SD3.1, [10] SB3.3

·       Describe the current model of our solar system, including its origin [9,10,11] SD4.4
·      Explain that gravity is an attraction between objects with mass [9] SB4.2
Predict the need and possibility for space or planetary colonization based on Earth’s History and future, and concepts of habitability such as formation and gravity.


Challenge 1: Unable to communicate with Satellites to get information about the various planets in our solar system. What is the problem?
·       How do we interact with Space?
·       What goes on where our atmosphere ends and space begins?
·       Does space interact with our planet?
·       Are there other ways the sun affects us?

Challenge 2:  How do space objects affect our planet, Part I?  What can we predict will be the future of our planet based on our past?
·       Will our Earth always be here?
·       How do we know how long our planet will hold humans?
·       What caused mass extinctions on our planet?
·       Do objects from space affect our planet?

Challenge 3: How do Space Objects affect our planet, Part II? What will happen when our sun dies?
·       How old is our sun?
·       Can stars die?
Do we need stars?

Challenge 4: How do space objects affect our planet Part III?
Based on how our planet and stars formed, what type of planet do we need to be habitable?
·       Do we require the motion of the earth, moon and sun to make our planet habitable?

Challenge 4: Create an imaginary planet and solar system, explain how it is formed and explain what we need to have happen in order for us to habituate the planet.
·       Where did our planet come from?
·       Could there be other planets like ours?
·       Do we need similar motions to our planetary systems in order for us to habitat them?


Performance Task: Boss Level
Goal: Your goal is to Predict the need and possibility for space or planetary colonization based on Earth’s History and future, and concepts of habitability such as formation and gravity.

Role:  Head of Planetary Colonization Policy

Audience:
Policy Makers in the Whitehouse
Situation:
You are being commissioned by the government to consider the need for planetary or space habitation for humans. Is it needed? If so, how do we find and determine if a planet or a space station is habitable for humans?
Product Performance and Purpose
You will create a formal report on a wiki-page that will be presented to your classmates and UAF Geo-Physicist.

Standards and Criteria for Success
Your wikipage should include the following:
·      An animation of the Aurora (will our atmosphere ever run out and we will be affected by solar winds? Will we ever go out of orbit and into the orbit of the Sun?)
·      An animation of the history of our planet and space objects (What are all of the space objects that could hit our planet?)
·      An animation of the formation of our Solar System
·      An animation of the evolution of a star


Assessment and Lessons to Reach Assessment
Standards
If the desired result is for learners to…
Then you need evidence of the students’ ability to…
So the assessments need to include some things like…
Level Completions/ Badges
Essential Questions
Activities to Reach Assessment…
Vocabulary
Explain the formation of the aurora incorporating a magnetic field, the solar wind, and an atmosphere [19] SB4.2, [9,11] SD3.2
Explain and model the cause of communication devices by explaining the cause of aurora.
Create animation of the cause of aurora to explain lack of communication.  

Quiz on Aurora

Voicethread to answer essential question.  
L1 Prediction Aurora Voicethread
L2 Lab Badge
L3 Knowledge Badge (quiz)
L4 Animation
 How do we interact with Space?
What goes on where our atmosphere ends and space begins?
Does space interact with our planet?
Are there other ways the sun affects us?

Activities/ Demos:
Museum Trip/ Make a Podcast Scavenger Hunt on Voicethread.

Chapters in Book: chp24

Laboratories: build a telescope, see sunspots

Demos: Magnetometer





Electromagentic Spectrum, Photon, Spectroscopy, Continuous Spectrum, Absorption Spectrum, Emission Spectrum, Doppler Effect, photosphere, chromosphere, corona, solar wind, sunspot, prominence, solar flare, aurora, nuclear fusion
Discuss some possible causes for mass extinctions.
Explain how space objects affect our planet, and a prediction of our planet in the future.  


Create a timeline of the past of our planet, and the future using voicethread.

L1 Meteorite Impact, Volcanic Eruptions Voicethread
L2 Lab Badge
L3 Knowledge Badge (quiz)
L4 Animation Timeline
Will our Earth always be here?
How do we know how long our planet will hold humans?
What caused mass extinctions on our planet?
Do objects from space affect our planet?

Activity: Voicethread Question

Chapters in Book: Chapter 23, Chapter 13

Laboratories:  L14 Direct Hit, L4 The Long Winding Road to Earth

Quiz: See Wikispaces

Application in Project: Timeline of our Earth
Extinction
Mass Extinction
Explain how scientists can predict the age, composition, and motion of a star using the electromagnetic spectrum [9] SD3.3, [9,10,11] SD4.2

Describe the birth of a star [9] SD4.1






Predict the age, motion and composition of a star.

Understand electromagnetic Spectrum

Explain how a star is born.

Predict the birth of a star and death of a star.
 Quiz and a demonstration of age prediction.

Creation of an animation to explain a stars lifecycle and prediction of our sun.
L1 Star Age VT
L2 Lab Badge
L3 Knowledge Badge (quiz)
L4 Animation of Star Formation
Challenge 3: How do Space Objects affect our planet, Part II? What will happen when our sun dies?

How old is our sun?

Can stars die?
Do we need stars?

Activity: VT Question, video of heating of a metal rod.

Chapters in Book: 25

Laboratories: Build a Telescope for looking at SunSpots, Model the rotation of stars, Virtual lab

Quiz: See Wikispaces

Application in Project:  Create a resource for  museum tub, star Chamber
Constellation, parallax, binary star, light-year, apparent magnitude, absolute magnitude, main-sequence star, red giant, supergiant, Cepheid variable, nova nebulae, protostar, supernova, white dwarf, neutron star, pulsar, black hole, galaxy, galaxy cluster, Hubble’s Law, Big bang Theory
Describe the current model of our solar system, including its origin [9,10,11] SD4.4

Explain that gravity is an attraction between objects with mass [9] SB4.2

Describe the motion and formation of the earth-moon-sun system [9] SD3.1, [10] SB3.3

 See from the point of view a scientist in the past and present to understand how discoveries were made to explain the formation of our solar system.

Empathize with other beliefs for the formation of our planet.

Overcome the idea that 

Reflect on the future of our planet and the possibility of living on other planets.
Quiz
Explanation and animation of solar system formation.

Explanation, animation of motion of our planet, in relation to sun and moon.
L1 Solar System  VT
L2 Lab Badge
L3 Knowledge Badge (quiz)
L4 Animation of Solar System and motions of Earth, sun and moon.
Challenge 4: Create an imaginary planet and solar system, explain how it is formed and explain what we need to have happen in order for us to inhabit the planet.
·       Where did our planet come from?
·       Could there be other planets like ours?
Do we need similar motions to our planetary systems in order for us to inhabit them?
Activity: VT Question, Spinning planets, dropping heavy and light objects, predict lunar phase worksheet

Chapters in Book: Chp 22, Chp 23.2

Laboratories:  orbital Mechanics, (see folder)

Quiz: See Wikispaces

Application in Project:  Colonization of a planet, Create a resource for  museum tub, phases of the moon box
Astronomy
Geocentric
Orbit
Heliocentric, retrograde motion, ellipse, astronomical unit, rotation, revolution, precession, perihelion, aphelion, perigee, apogee, phases of the moon, solar eclipse, lunar eclipse, crater, ray, mare, rille, lunar regolith








Scoring Guide
Standard/ Goal
Advanced: Level 4
100 points
Proficient: level 3
80 points
Developing: Level 2
60 Points
Emerging: Level 1
50 Points
Explain the formation of the aurora incorporating a magnetic field, the solar wind, and an atmosphere [19] SB4.2, [9,11] SD3.2
Student can explain, illustrate and create a mystery/ scavenger hunt about how, why, when and where aurora occurs explaining with details about magnetic field, solar wind, and atmosphere.
Student can explain and illustrate how, why, when and where aurora occurs using the words magnetic field, solar wind and atmosphere.
Student can explain how, why, when and where aurora occurs, with some missing details and some reference to magnetic field, solar wind, and atmosphere.
Student can explain how aurora occurs, but not necessarily the why, when and where. And student still refers to misconceptions when explaining.
Discuss some possible causes for mass extinctions.


Student can explain and illustrate the effect of extra-terrestrial objects on Earth’s surface, and make a prediction for future effects using a timeline, animation and evidence (statements or pictures) for prediction.
Student can explain and illustrate the effect of extra-terrestrial objects on Earth’s surface using a timeline and/or animation.  atct of exonnection of ccu
Student can explain and the effect of extraterrestrial objects on Earth’s surface using a timeline. 
Student can explain how meteorites can cause extinctions.
Explain how scientists can predict the age, composition, and motion of a star using the electromagnetic spectrum [9] SD3.3, [9,10,11] SD4.2
Describe the birth of a star [9] SD4.1

Student can explain and animate the formation of a star using the electromagnetic spectrum as evidence and support to predict what will happen to our sun.
Student can explain and animate the formation of a star.
Student can predict the age, composition and motion of a star.
Student can explain the formation of a star and explain how old a star is, how to figure out what they are made of, and how it moves with some errors and misconceptions.
Students can explain that stars are born from a nebula, but cannot explain what it is made of or how it moves.
Describe the current model of our solar system, including its origin [9,10,11] SD4.4

Explain that gravity is an attraction between objects with mass [9] SB4.2

Describe the motion and formation of the earth-moon-sun system [9] SD3.1, [10] SB3.3

Student can explain and illustrate how our solar system was made and how gravity played a role, providing evidence provided by scientists to support the explanation (ie we know this is true because..) 

Student can explain and illustrate the motion of our planet with the moon and sun, providing evidence provided by scientists to support the explanation (ie we know this is true because..)
Student can explain and illustrate how our solar system was made and how gravity played a role.
Student can explain and illustrate the motion of our planet with the moon and sun in relation to gravity and orbits.
Student can explain how our solar system was made and how the earth, moon and sun move in our solar system with some errors and misconceptions.
Student can generally explain how our solar system was made and how the earth, moon and sun move, but with many errors.

Technology Used
·      iPads and Apps
·      Wikispaces Website
·      TakeaQuiz Website
·      Museum of the North Materials, Aurora Kit and Fieldtrip

Materials Needed
·      How to for Wiki spaces: See quests in Wikispaces
·      How to for iPads: See Quests in Wikispaces

Lesson Plan’s:
Atmosphere Unit Completion
Schedule:
·      Monday’s: lecture/ Wikispaces/ Challenge Presented
·      Wednesday/Thursday Lab
·      Thursday: Project Work Day
·      Friday: Project Presentation Day, Lecture Learning Synopsis, Quiz (answer challenge Question)
Large Question: Is the weather changing in Fairbanks? How do we know?
http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES15/ES15.html
Standard/ Date
Challenge
Knowing Clues
Activity
Lab
Tasks in Wiki

Project
February 13th
Week 1: Explain the formation of the aurora incorporating a magnetic field, the solar wind, and an atmosphere [19] SB4.2, [9,11] SD3.2
Challenge 1: Unable to communicate with Satellites to get information about the various planets in our solar system. What is the problem?

Activity: Unpack Standard, Ask Questions (KWL)

How do we interact with Space?
What goes on where our atmosphere ends and space begins?
Does space interact with our planet?
Are there other ways the sun affects us?

Monday: Complete Projects

Wednesday: Present Projects, Teams Assess Projects

Thursday: Final Statements on Voicethread, Aurora Lab 


Friday: Present Project Work, Relearn and retake Quizzes
Lab: Aurora Kit Lab

Challenge Lab: None
Vocabulary: See Wikispaces

Chapter Reading and answers in Book: chp 21

Answer Challenge on Wikispace Page

Completion of Lab.

Completion of Project Work.

Completion of Quizzes
Animation of Aurora:
.   
February 20th
Week 1: Explain the formation of the aurora incorporating a magnetic field, the solar wind, and an atmosphere [19] SB4.2, [9,11] SD3.2
Challenge 1: Unable to communicate with Satellites to get information about the various planets in our solar system. What is the problem?

Activity: Unpack Standard, Ask Questions (KWL)

How do we interact with Space?
What goes on where our atmosphere ends and space begins?
Does space interact with our planet?
Are there other ways the sun affects us?

Monday:
PARENT TEACHER CONFERENCES. 

Wednesday: FIELD TRIP 


Thursday: Aurora Question on Voicethread.


Friday: Complete Lab and Animation
Lab: Aurora Kit Lab

Challenge Lab: Aurora Lab Kit
Vocabulary: See Wikispaces

Chapter Reading and answers in Book:

Answer Challenge on Wikispace Page

Completion of Lab.

Completion of Project Work.

Completion of Quizzes
Simulation of Aurora: Animation

Discussion of what should be included in the Museum Kit.
February 27th
Week 2:

Explain the formation of the aurora incorporating a magnetic field, the solar wind, and an atmosphere [19] SB4.2, [9,11] SD3.2
Explain how space objects affect our planet, and a prediction of our planet in the future. 


Create a timeline of the past of our planet, and the future using Voicethread.

Will our Earth always be here?
How do we know how long our planet will hold humans?
What caused mass extinctions on our planet?
Do objects from space affect our planet?


Monday:
Video, Questions, unpack standards. 

Wednesday: Laboratory 1 


Thursday: laboratory 2


Friday: Complete Labs and Timeline

Labs:
Long Winding Road Meteorite Impact

Lab 2: Mystery Impact
Activity: Voicethread Question

Chapters in Book: Chapter 23, Chapter 13

Laboratories:  L14 Direct Hit, L4 The Long Winding Road to Earth

Quiz: See Wikispaces

Application in Project: Timeline of our Earth
Extinction
Mass Extinction
March 5th
Explain the formation of the aurora incorporating a magnetic field, the solar wind, and an atmosphere [19] SB4.2, [9,11] SD3.2
Discuss some possible causes for mass extinctions.
Challenge:
Solve the satellite communication issue.

Create a timeline of our planet (reason for satellite info)
Quiz Clue: Send to Next Step Page, Create a Timeline for the Planet.

Quiz Clue: Send to the next page, Answer the question
Monday:
Review Aurora Work, Take Quiz

Wednesday:  Review Extinction Labs, Complete Timeline


Thursday: Complete Timeline, Choose Project based on Rubric

Friday: Completion of Timeline and Animation
Labs Review and Correction:
Aurora Lab
Meteorite Impact Lab
Review and Completion
Quarter End

Modifications:
See Wikispace
Story adventure: Students tell the story of the prediction of the planet in history, on wiki pages.
March 19th
Astronomy and Space 5:Explain that gravity is an attraction between objects with mass [9] SB4.2

Astronomy and Space 6:Discuss some possible causes for mass extinctions
Chp 22 and 13
Challenge:
Solve the satellite communication issue.

Challenge: Create a timeline of our planet (reason for satellite info)

Challenge: How do we know if the planets revolve around the Earth as opposed to the planets revolving around the sun? 
What is gravity?

How does gravity affect our atmosphere?

How does gravity play a role in Northern Lights?

How does gravity play a role in mass extinctions?



Monday:
Lesson Challenge: How do we know the Earth revolves around the sun?  

Wednesday:  Lab: Modeling Synodic and Sidereal Months


Thursday: Complete Timeline, Complete, Animation of Aurora

Friday: Finalization of Evidence for Challenge, Voicehtread
Modeling Synodic and Sidereal Months
Activity: Voicethread Question

Chapters in Book: Chapter 22

Laboratories:  Modeling Synodic and Sidereal Months

Quiz: Aurora Quiz, meteor quiz

Application in Project: Animation, Timeline,
Story adventure: Students tell the story of the prediction of the planet in history, on wiki pages.

Discussion of what should be included in the Museum Kit.
.   
March 26th
Week 5
Describe the motion and formation of the earth-moon-sun system [9] SD3.1, [10] SB3.3

Describe the current model of our solar system, including its origin [9,10,11] SD4.4

Explain that gravity is an attraction between objects with mass [9] SB4.2
Challenge: How did the solar system form?

Create an animation of the formation of the solar system.  

Challenge 4: Create an imaginary planet and solar system, explain how it is formed and explain what we need to have happen in order for us to live on the planet.

Where did our planet come from?

Could there be other planets like ours?

Do we need similar motions to our planetary systems in order for us to habitat them?
Monday:
Lesson Challenge: How did the solar system form? Play Orbits on iPads, Create an animation of the formation of Solar System. HW: Quiz

Wednesday:  Lab: Order the Timeline, Size of the planets, and distance. What is the pattern?


Thursday: Complete the Animation of the solar system. Work on Project. Choose one and write steps for creating it and tasks to complete it.

Friday: Project Work, Quiz, And Lab Completion
Timeline Lab (See Link Below)

Solar System Timeline Lab

Orbital Mechanics, (see folder)

Phet Gravity Simulation and Planet Formation

Activity: Voicethread Question

Chapters in Book: Chapter 23

Laboratories:  Solar System Lab

Quiz: Gravity Quiz, Solar System Quiz

Application in Project: Animation, Timeline,
Project: Museum Kit

Story adventure: Students tell the story of the prediction of the planet in history, on wiki pages.

April 2nd
Week 5
Describe the motion and formation of the earth-moon-sun system [9] SD3.1, [10] SB3.3

Describe the current model of our solar system, including its origin [9,10,11] SD4.4

Explain that gravity is an attraction between objects with mass [9] SB4.2
Challenge: How did the solar system form?

Create an animation of the formation of the solar system. 

Challenge 4: Create an imaginary planet and solar system, explain how it is formed and explain what we need to have happen in order for us to live on the planet.

Where did our planet come from?

Could there be other planets like ours?

Do we need similar motions to our planetary systems in order for us to habitat them?
Monday:
Quiz, Challenges

Wednesday:  testing


Thursday: testing

Friday: project work, Quizzes, Challenges need to be completed.
Timeline Lab (See Link Below)

Solar System Timeline Lab

Orbital Mechanics, (see folder)

Phet Gravity Simulation and Planet Formation

Activity: Voicethread Question

Chapters in Book: Chapter 23

Laboratories:  Solar System Lab

Quiz: Gravity Quiz, Solar System Quiz

Application in Project: Animation, Timeline,
Project: Museum Kit

Story adventure: Students tell the story of the prediction of the planet in history, on wiki pages.

April 9th
Astronomy and Space 1:Describe the birth of a star [9] SD4.1

Astronomy and Space 2:Explain how scientists can predict the age, composition, and motion of a star using the electromagnetic spectrum [9] SD3.3, [9,10,11] SD4.2
Chp 25
Challenge 3: How do Space Objects affect our planet, Part II?

Challenge 3: Create an animation of the evolution of the sun.
What will happen when our sun dies?

How old is our sun?

Can stars die?
Do we need stars?

Monday:
Lesson Challenge: Answer the questions on the Star Standard Page. Electromagentic Spectrum demo and lecture, Build a Star http://www.planetseed.com/node/20127

Wednesday:  Lab: Gamma Ray Bursts

Thursday: Complete the Animation of the stellar evolution.  Work on Project: Super Hero Character and story.  Choose one and write steps for creating it and tasks to complete it.

Friday: Project Work, Quiz, And Lab Completion
L1 Star Age VT
L2 Lab Badge
L3 Knowledge Badge (quiz)
L4 Animation of Star Formation

Build a Telescope for looking at SunSpots, Model the rotation of stars, Virtual lab

Activity: Voicethread Question

Chapters in Book: Chapter 25

Laboratories:  Spectroscope or Sun spots or Measuring Parallax or Gamma Rays Lab

Quiz: Star quiz

Application in Project: Animation,
Project: Museum Kit

Story adventure: Students tell the story of the prediction of the planet in history, on wiki pages.

Create a Super hero from a planet.

http://www.steinarknutsen.com/audio-how-to-podcast-from-your-ipad-and-publish-on-wordpress-with-audioboo/ http://auroraalive.com/lessons_advanced.html
http://pearallis.weebly.com/resources-for-creating-eportfolios.html
Evolution of our Solar System: Timeline Activity: http://www.lpi.usra.edu/education/timeline/activity/
Evolution of Our Solar System: http://www.johnkyrk.com/evolution.html
http://phet.colorado.edu/en/contributions/view/3353

http://mrpalermo.com/Virtual_Spectroscopy_Lab.html