Title of Grant / Cooperative Agreement: Type of Report...

Title of Grant / Cooperative Agreement:

Type of Report:

Name of Principal Investigator:

Period Covered by Report:

Name and Address of recipient’s institution:

NASA Grant / Cooperative Agreement Number:

Reference 14 CFR § 1260.28 Patent Rights (abbreviated below) The Recipient shall include a list of any Subject Inventions required to be disclosed during the preceding year in the performance report, technical report, or renewal proposal. A complete list (or a negative statement) for the entire award period shall be included in the summary of research. Subject inventions include any new process, machine, manufacture, or composition of matter, including software, and improvements to, or new applications of, existing processes, machines, manufactures, and compositions of matter, including software.

Have any Subject Inventions / New Technology Items resulted from work performed under this Grant / Cooperative Agreement? No Yes

If yes a complete listing should be provided here: Details can be provided in the body of the Summary of Research report.

Reference 14 CFR § 1260.27 Equipment and Other Property (abbreviated below) A Final Inventory Report of Federally Owned Property, including equipment where title was taken by the Government, will be submitted by the Recipient no later than 60 days after the expiration date of the grant. Negative responses for Final Inventory Reports are required.

Is there any Federally Owned Property, either Government Furnished or Grantee Acquired, in the custody of the Recipient? No Yes

If yes please attach a complete listing including information as set forth at § 1260.134(f)(1).

Attach the Summary of Research text behind this cover sheet.

Reference 14 CFR § 1260.22 Technical publications and reports (December 2003) Reports shall be in the English language, informal in nature, and ordinarily not exceed three pages (not counting bibliographies, abstracts, and lists of other media).

A Summary of Research (or Educational Activity Report in the case of Education Grants) is due within 90 days after the expiration date of the grant, regardless of whether or not support is continued under another grant. This report shall be a comprehensive summary of significant accomplishments during the duration of the grant.

1

Climate Literacy Ambassadors Final Report NASA Award Number NNX10AB52A Global Climate Change Education (GCCE) PI: Steve Ackerman Co-I: Margaret Mooney

For the Period 1 February 2010 to 31 January 2014

Conducted at the Cooperative Institute for Meteorological Satellite Studies (CIMSS) Space Science and Engineering Center (SSEC) University of Wisconsin—Madison 1225 West Dayton Street Madison WI 53706

Overview Between the period of February 2010 and January 2013, the Cooperative Institute for Meteorological Satellite Studies (CIMSS) conducted a three-tiered program to train G6-12 teachers to be Ambassadors of Climate Literacy in their local schools and communities. This effort was funded by the NASA FY 2009 NRA NNLO9ZB1005C Global Climate Change Education (GCCE) Funding Category P: Improve Teacher Competency for Global Climate Change Education. CIMSS obtained a no-cost extension in 2013, shifting the end date to January 2014. The original vision for the project involved combining teacher workshops with distance learning education culminating in a technology-supported virtual community of climate change educators. Participating teachers also had the option to conduct a capstone project engaging students in climate research utilizing NASA data. The main objectives of this project were:

1) Advance Climate Literacy by engaging middle and high school science teachers in long-term professional development to deepen climate system content knowledge.

2) Facilitate Climate Education with Minimal Carbon Emissions by relying on web-based resources and Internet interactions. Teacher workshops were purposely geared towards local and regional educators and air travel was compensated by carbon offset credits.

3) Infuse NASA Satellite Derived Climate Data into G6-12 Climate Education guided by project PI, Dr. Steve Ackerman and his involvement in NASA missions and instruments such as EOS, CALIPSO, A-Train, and MODIS. The contributions of NASA Langley scientist Dr. Takmeng Wong further enhanced content related to ERBE (Earth Radiation Budget Experiment) and CERES (Clouds and the Earth s Radiant Energy System). Toward the end of the project, Co-PI Margaret Mooney proposed an innovative technology lending library to help teachers engage students in regional climate studies. The first units were distributed at a 2012 teacher workshop where participants learned about several climate-related Apps, including SatCam, an application for iOS devices where users collect observations of cloud and surface conditions coordinated with an overpass of the Terra, Aqua, or Suomi NPP satellite, cementing the concept of MODIS data for many.

This report discusses each of these objectives in detail followed by an overview of the evaluation techniques and a discussion of challenges and lessons learned during project execution. There is also an appendix of participant data and survey results.

2

Objective 1: Advance Climate Literacy This project leveraged a web-based climate change course developed at the UW-Madison (http://cimss.ssec.wisc.edu/climatechange/) based on the 2007 IPCC report and the Climate Literacy Framework. Web statistics show that 219 people registered to access course content with 60 users completing the entire course and generating certificates of completion. Course content, which includes a Spanish language version, is freely available to all regardless of registration so these particular web statistics reflect a minimum number of users. Fifty teachers earned college credit at the UW-Madison and received tuition reimbursement from this project. CIMSS conducted nine Climate Literacy Ambassadors (CLA) teacher workshops for this project and presented CLA sessions at four additional educator events, including a 2011 Sally Ride workshop and follow-up webinar. 153 teachers registered for the 1 and 2-day workshops specific to this project and most attendees shared their new knowledge afterwards. For example, the first cohort of Climate Literacy Ambassadors included Chuck Tennessen from Dodgeville Wisconsin who developed a district-wide action plan detailing opportunities and incentives for students to investigate the size of their individual and/or household carbon footprints and identify actions to reduce carbon pollution. This effort was coordinated with 350.org and the 10-10-10 global work party. Over two dozen teachers and 800 students participated. Mr. Tennessen developed another district-wide action plan the following year with a similar reach. In 2012, Mr. Tennessen retired at the end of the school following the passage of Act 10 in Wisconsin which eliminated collective bargaining for public employees and curtailed benefits for public school teachers. Other examples of a significant ripple effect related to this project can be gleaned from survey responses to the question “Have you instigated or participated in a climate mitigation project as a result of participating in the NASA/CIMSS Climate Literacy Ambassadors project?”

• Replicating in entire school system, 17th largest in the country • I wrote a gamified educational web tool to teach climate change science • I have written a grant and curricular unit around a school garden. We are evaluating our

carbon imprint as well as the benefits of plants in keeping our atmosphere in balance • Also signed up for NOAA CSEP • Urban Farming and Rain Barrels • My students promoted a 'walk to school' day to coincide with the national 'bike to work'

day to raise awareness of personal responsibility for transportation choices. • Reduced use of electricity and gas • I have a new job managing energy reduction in MMSD called People.Power.Planet

engaging staff in students in small energy saving actions (turn off lights) • GLOBE Project testing of new programs

Additionally, over 200 teachers learned about the on-line course and related resources at single-session CLA events at other workshops. These resources include

1) Lesson Plans developed by teachers freely available for download http://cimss.ssec.wisc.edu/climatechange/nav/lessonplans/index.html

2) A Modern Water Cycle diagram depicting human activities as they relate to the water cycle http://cimss.ssec.wisc.edu/climatechange/GreatLakesModernWaterCycleCIMSS.jpg

3) Tools for assessing and Teaching Climate Literacy http://cimss.ssec.wisc.edu/climatechange/nav/tools.html

CIMSS also published an article in the NESTA Earth Scientist quarterly entitled “Lesson plans and classroom activities from the Climate Literacy Ambassadors Community”, (Volume 28, Issue 3, 2012, pp.30-32. Reprint #6910) further advancing climate literacy.

3

Objective 2: Facilitate Climate Education with Minimal Carbon Emissions As previously mentioned, this project leveraged a web-based professional development course. (http://cimss.ssec.wisc.edu/climatechange/) The preponderance of Internet interactions offered by on-line content and email communications kept carbon emissions to a minimum. For workshops, we purposely recruited local and regional educators to minimize travel. Wisconsin teachers attended workshops in Madison at CIMSS. To serve a broader audience without requiring educators to travel to a central location, we partnered with the Earth Science Information Partners (ESIP) and conducted teacher workshops at their summer conferences.

July 2010, Knoxville TN

July 2011, Santa Fe NM

July 2012, Madison WI

July 2013, Chapel Hill NC

In keeping with this low-carbon objective, this project envisioned a technology-supported virtual community of educators. Our plan was to use the teacher workshops and on-line climate curriculum to “seed” a network of a self-sustained learning community. We hoped that first year CLA graduates would become resource agents to educators in successive years. In reality this did not happen. CIMSS developed a forum that some teachers participated in but most did not and no one stayed active after the school year ended. When asked why, teachers cited a lack of time, as can be seen by the responses to our November 2011 survey question “Do you ever visit or participate in the CIMSS climate change forum or any other technology-supported virtual community of climate change educators?” 47% checked “no”, 51% checked “yes sometimes” and 2% checked “Yes - but I mainly just read discussions by other educators” Listed below are reasons teachers cited for not participating in educator forums:

• Lack of time • too little time • I changed grade levels and have been developing curriculum and have not had time. • time • Too many things to do • not enough time :( • time constraints, unaware of opportunities • There are so many periodic updates I receive through email from various environmental

groups that I don't feel the need to seek still more info. • lack of time • Reassigned curriculum/standards • have visited NASA only • time

Based on minimal forum interactions and survey responses, CIMSS discontinued the forum and developed a list serve for low-carbon communication. ([email protected]) Finally, we budgeted and paid carbon offset credits for air travel related to this project. Over four years, 22 trips were taken to conduct teacher workshops, participate in PI meetings and present at professional conferences. Using the Terra pass website identified in the original proposal, (http://terrapass.com/shop/) this payment came to a mere $288.64, a nominal amount relative to the overall project reach and impact. This small but important carbon offset contribution should become standard protocol for all climate-related education projects.

4

Objective 3: Infusing NASA Satellite Derived Climate Data into G6-12 Climate Education Upon funding notification, CIMSS immediately commenced efforts to infuse and maximize NASA data and resources into our previously existing on-line course. A perusal of activities indicates 16 originating from NASA. (http://cimss.ssec.wisc.edu/climatechange/nav/activities) We also worked with NASA Langley scientist Dr. Takmeng Wong to develop content related to ERBE (Earth Radiation Budget Experiment) and CERES (Clouds and the Earth s Radiant Energy System). Several sessions on NASA Climate resources were conducted at all teacher workshops, often by NASA employees. At the CIMSS workshops in Madison, the “Frozen” video for spherical displays was featured on our 3D globe, along with several other NASA datasets.

When queried, teachers indicate the greatest gains in awareness of NASA Climate resources with 75% indicating “a great deal” of gain and 25% indicating “a fair amount”.

When it became apparent that CLA educators were unwilling to oversee student research projects involving the use of NASA data in climate research projects, CIMSS requested and obtained a budget modification to address this milestone. The new strategy involved a technology lending library. Rather than require educators to design a student research project or purchase equipment to conduct research, CIMSS would loan iPads to teachers for a full school year. Using iPads, students could collect data and participate in short-term investigations. In 2012 CIMSS launched the CIMSS iPad Library. The first units were distributed at the ESIP/CLA workshop where teachers learned about several climate-related Apps, including SatCam, an application for iOS devices where users collect observations of cloud and surface conditions coordinated with an overpass of the Terra, Aqua, or Suomi NPP satellite. The CIMSS iPad Library is coordinated by the Schwerdtfeger Library at the UW-Madison Space Science and Engineering Center. Along with a unique iPad ID, each unit includes a library bar code. (just like books!)

Teachers taking a SatCam observation (SatCam screen on right)

The debut lending cycle was a huge success with every device accounted for at the end of the year and all but one, which was reported stolen, returned to CIMSS! The iPads are currently on loan to a second set of teachers. Surveys conducted both years indicate a very high use level from appreciative educators. These survey responses are included in the appendix of this report.

5

Evaluation

Evaluation efforts and metrics for success focused on discerning 1) the extent to which concepts from the IPCC 2007 Summary for Policymakers and the Essential Principles of Climate Sciences were mastered by project participants and 2) identifying which Essential Principles of Climate Sciences were addressed by student research projects supervised by emerging Climate Literacy Ambassadors.

Since we redirected student research projects to the CIMSS iPad Library, the second evaluation item was similarly redirected. Formative evaluation surveys, conducted by the project evaluator, asked teachers to rate their level of agreement/disagreement regarding each Essential Principle of Climate Literacy. Not surprisingly, the vast majority of participants consistently choose a response indicating that they completely agree with the stated principal. Occasionally, a single educator would choose the next level of agreement indicting that they somewhat agree. It was clear early on that a vast majority of educators participating in this project embraced the Essential Principles of Climate Literacy. Educator’s comprehension of the IPCC report can be measured by the on-line quizzes from the top three lessons in the on-line course with the greatest amount of IPCC content. Correct answers are in the 80 to 90% range, with the exception of Question 3 from Lesson 4 (below) where responses indicate a significant learning gap around the relationship of expanding warm ocean waters and sea level rise. Representative quiz summaries and responses follow below.

Lesson 4 Quiz Summary: Direct Observations of Recent Climate Change Q1: Warming of the climate system has been observed through Correct Answer: all of the above Answered Correctly: 90% (65/72) students Answered Incorrectly: 10% (7/72) students Possible Answers: 6% (4) students - a) increased air temperatures 0% (0) students - b) increased ocean temperatures 1% (1) students - c) melting of snow and ice 0% (0) students - d) rising global average sea level 90% (65) students - all of the above Q2: Global warming, particularly since the 1970s, has been greater in the Correct Answer: northern hemisphere Answered Correctly: 92% (66/72) students Answered Incorrectly: 8% (6/72) students Possible Answers: 8% (6) students - southern hemisphere 92% (66) students - northern hemisphere Q3: Sea level rise is primarily a response to which if the following Correct Answer: a & c Answered Correctly: 0% (0/72) students Answered Incorrectly: 100% (72/72) students Possible Answers: 14% (10) students - a) melting of ice and snow on land 6% (4) students - b) melting of ice and snow in water 4% (3) students - c) expansion of warm ocean water 14% (10) students - all of the above

6

Q4: What is the most notable feature of concern in recent observations of climate change? Correct Answer: a marked increase in the rate of change Answered Correctly: 86% (62/72) students Answered Incorrectly: 14% (10/72) students Possible Answers: 10% (7) students - warming 4% (3) students - pollution 86% (62) students - a marked increase in the rate of change

Lesson 7 Quiz Summary: Human Influences on Climate Q1: The radiative forcing attributed to methane (CH4) in the 2007 IPCC report is approximately Correct Answer: 0.5 watts per square meter (W/m2) Answered Correctly: 84% (58/69) students Answered Incorrectly: 16% (11/69) students Possible Answers: 84% (58) students - 0.5 watts per square meter (W/m2) 10% (7) students - 1.7 watts per square meter (W/m2) 6% (4) students - 0.15 watts per square meter (W/m2) Q2: The radiative forcing attributed to Carbon Dioxide (C02) in the 2007 IPCC report is approximately Correct Answer: 1.7 watts per square meter (W/m2) Answered Correctly: 81% (56/69) students Answered Incorrectly: 19% (13/69) students Possible Answers: 16% (11) students - 0.5 watts per square meter (W/m2) 81% (56) students - 1.7 watts per square meter (W/m2) 3% (2) students - 0.15 watts per square meter (W/m2) Q3: CO2 concentrations in the IPCC report are approximately Correct Answer: 380 - 390 ppm Answered Correctly: 90% (62/69) students Answered Incorrectly: 10% (7/69) students Possible Answers: 6% (4) students - 315 - 320 ppb 90% (62) students - 380 - 390 ppm 4% (3) students - 1750 - 1800 ppb Q4: CH4 concentrations in the IPCC report are approximately Correct Answer: 1750 - 1800 ppb Answered Correctly: 80% (55/69) students Answered Incorrectly: 20% (14/69) students Possible Answers: 13% (9) students - 315 - 320 ppb 7% (5) students - 380 - 390 ppm 80% (55) students - 1750 - 1800 ppb

Lesson 12 Quiz Summary: Human Influences on Climate Q1: What is the projected sea level rise in the IPCC B2 emissions scenario? Correct Answer: 8.3 to 18.9 inches Answered Correctly: 68% (43/63) students Answered Incorrectly: 32% (20/63) students Possible Answers: 68% (43) students - 8.3 to 18.9 inches 22% (14) students - 2.5 to 6.8 inches 10% (6) students - 10.2 to 23.2 inches

7

Q2: What is the projected temperature increase in the IPCC A2 emissions scenario? Correct Answer: 3.6 to 9.7 degrees F Answered Correctly: 63% (40/63) students Answered Incorrectly: 37% (23/63) students Possible Answers: 17% (11) students - 3.1 to 7.9 degrees F 63% (40) students - 3.6 to 9.7 degrees F 19% (12) students - 2.0 to 5.2 degrees F Q3: According to the IPCC report, how much could sea level rise by 2100? Correct Answer: 2 feet Answered Correctly: 79% (50/63) students Answered Incorrectly: 21% (13/63) students Possible Answers: 21% (13) students - 1 foot 79% (50) students - 2 feet Q4: True or False - recent carbon emissions are higher than the worst IPCC emission scenario Correct Answer: TRUE Answered Correctly: 86% (54/63) students Answered Incorrectly: 14% (9/63) students

Comprehension of the Essential Principles of Climate Literacy was measured from an end-of- project survey. The responses (n=64) follow below. Averaging all responses and converting to a 100-point scale indicates a very high level (93%) of knowledge and ability to prepare and conduct lessons on the each of the Essential Principles of Climate Science.

8

Challenges and Lessons Learned The first project hurdle occurred in 2010 prior to funding notification when a budget reduction in the Madison Metropolitan School District (MMSD) resulted in the elimination of the MMSD Science and Environmental Education Coordinator slated to advertise and recruit project participants. In retrospect, this initial challenge was a harbinger for future project hurdles related to budget issues, teacher work-load and eroding support for public education. In February 2011, the Wisconsin State Legislature voted to eliminate collective bargaining for public employees, curtailing workers’ rights and benefits that had covered Wisconsin’s public school teachers since 1959. Hundreds of thousands protested at the State Capitol; Madison public schools were closed for four days straight. During the summer of 2011, more than 4,700 Wisconsin school employees retired with sixty-three percent of school districts reporting a net loss of teachers by fall1. Thirty-eight percent of districts saw reductions in teacher aides and a third suffered a decrease in support staff. For administrators, twenty-one percent reported a loss. Not surprisingly, these events took a toll on teacher moral with repercussions for this project. This was reflected in minimal interaction in the on-line forum and the fact that repeated promotions of the capstone student research projects resulted in zero participation. The next year, in January 2012, ten teachers signed up for our CLA workshop and only five teachers showed up. These events in Wisconsin echoed a national trend. For example, a September 2012 Center on Budget and Policy Priorities study2 showed that a majority of schools were receiving less funding for the 2012-13 school year than the previous year, and in 35 states, school funding was below 2008 levels -- often far below. Fortunately, by collaborating with the NASA STUDIES project and debuting the CIMSS iPad Library in 2012, the July CLA teacher workshop attendance was revived for the summer ESIP meeting. A total of thirty-four educators registered for the ESIP/CLA workshop, twenty-nine attended and twenty-five borrowed iPads. Twenty-nine teachers filled out final evaluations and the majority (21) rated the experience as "excellent". Two comments of note were "Thank-you NOAA & NASA!" and "Thank you for this opportunity to infuse real life up to date earth science data into my curriculum. I look forward to learning how to use the iPad to engage my students in data research." However, only six teachers took the corresponding on-line class for college credit. This compared to the first cohort of Climate Literacy Ambassadors where all 16 teachers who attended the workshop also took the on-line course for professional development credit. In 2013, the no-cost extension enabled another CLA workshop at the ESIP summer meeting in Chapel Hill North Carolina. However, teacher stipends, traditionally shared between NOAA NESDIS support and this NASA CLA project, were not made available to teachers, largely because NOAA was unable to contribute in 2013. Twenty-one (21) educators registered and fourteen (14) attended, with seven (7) no-shows. One teacher who cancelled explained that he could not afford the commute costs from Mount Airy North Carolina to Chapel Hill. Also in 2013, CIMSS offered the on-line course for college credit during the summer semester, complete with tuition reimbursement, but only two teachers registered for this professional development opportunity. 1 http://www.politifact.com/wisconsin/statements/2011/nov/27/scott-walker/walker-says-overwhelming-number-wisconsin-school-d/?mid=53 2 http://www.cbpp.org/cms/index.cfm?fa=view&id=3825

9

Dwindling participation over the course of the project parallels the increasing budget challenges and diminishing support for public education during the same time period. It is clear that any education project to advance teacher competency must include:

1) stipends to compensate time and travel and other expenses incurred by teachers 2) partners to strengthen attendance and participation 3) technology to inspire and stimulate participants

Practical advice also includes “over-booking” for workshops. Last-minute cancellations were common to this project. When stipends were available, the average cancellation was 10% of registered teachers. Without stipends, cancellations were as high as 50%. Looking forward, CIMSS is committed to maintaining the on-line climate change course, the iPad Library, the list-serve and project web page. (http://cimss.ssec.wisc.edu/education/cla/)

Climate Literacy Ambassadors Final Survey (n=64)

1. Has your confidence around teaching or discussing climate change increased as a result of participating in the NASA/CIMSS Climate Literacy Ambassadors project?

# Answer

Response % 1 Yes, a little

20 31% 2 Yes, a lot

38 59% 3 No, not much

6 9% 4 No, not at all

0 0% Total 64 100%

2. Has the frequency that you teach or discuss climate change increased since you participated in the NASA/CIMSS Climate Literacy Ambassadors project?

# Answer


26 41% 2 Yes, a lot



3 5% Total 64 100%

3. How often do you share information about climate change with students?

# Answer

Response %

1 Daily, or almost every day

11 17%

2 About once a week

15 23%

3 Once or twice each month

17 27%

4 Once or twice each semester

18 28%

5 Once or twice a year

3 5%

Total 64 100% 4. How often do you share information about climate change with other teachers?

# Answer

Response %


1 2%

2 About once a week

9 14%


24 38%


19 30%


11 17%

Total 64 100% 5. Approximately how many lesson plans from the Global and Regional Climate Change web page have you used? (http://cimss.ssec.wisc.edu/climatechange/nav/lessonplans/index.html)

# Answer

Response % 1 None

20 31%

2 Only the ones I developed

7 11%

3 A few

30 47% 4 Several

7 11% Total 64 100%

6. Do you use or refer others to the Spanish Language version of the Global and Regional Climate Change web page? (http://cimss.ssec.wisc.edu/climatechange/Espanol/)

# Answer

Response % 4 Yes

5 8% 5 No

24 38%

6 I wasn't previously aware of this resource

35 55%

Total 64 100% 7. Have you instigated or participated in a climate mitigation project as a result of participating in the NASA/CIMSS Climate Literacy Ambassadors project?

# Answer

Response % 1 No

58 92%

2 Yes, please elaborate

5 8%

Total 63 100% Yes, please elaborate I wrote a gamified educational web toolto teach climate change science gardens I have written a grant and curricular unit around a school garden. we are evaluating our carbon imprint as well as the benefits of plants in keeping our atmosphere in balance Also signed up for NOAA CSEP Urban Farming and Rain Barrells 8. Please rate your current knowledge and ability to prepare and conduct lessons on the following topics in the Essential Principles of Climate Science (1 indicates low knowledge/ability and 4 indicates high knowledge/ability)

# Question 1 2 3 4 Total Responses Mean

1 The Sun is the primary source of energy for Earth's climate system. 1 0 3 60 64 3.91

2 Climate is regulated by complex interactions among components of the Earth System.

0 4 16 44 64 3.63

3 Life on earth depends on, is shaped by,and affects climate. 1 1 9 53 64 3.78

4 Climate varies over space and time through both natural and man-made processes.

0 2 16 46 64 3.69

5

Our understanding of the climate system is improved through observations, theoretical studies, and modeling.

0 4 17 43 64 3.61

6 Human activities are impacting the climate system. 0 2 16 46 64 3.69

7 Climate change will have consequences for the earth system and human lives.

0 1 14 49 64 3.75

8 Humans can take actions to reduce climate change and its impacts. 0 1 12 51 64 3.78

CIMSS Climate Literacy Ambassadors Survey November 2011 (n=47)

1. Has your confidence around teaching or discussing climate change increased as a result of participating in the NASA/CIMSS Climate Literacy Ambassadors project?

# Answer


19 40% 2 Yes, a lot



0 0% Total 47 100%

2. Has the frequency that you teach or discuss climate change increased since you participated in the NASA/CIMSS Climate Literacy Ambassadors project?

# Answer


24 51% 2 Yes, a lot



0 0% Total 47 100%

3. How often do you share information about climate change with students? # Answer

Response %


7 15%

2 About once a week

17 37%


14 30%


8 17%


0 0%

Total 46 100% 4. How often do you share information about climate change with other teachers?

# Answer

Response %


5 11%

2 About once a week

10 21%


17 36%


14 30%


1 2%

Total 47 100% 5. Approximately how many lesson plans from the Global and Regional Climate Change web page have you used? (http://cimss.ssec.wisc.edu/climatechange/nav/lessonplans/index.html)

# Answer

Response % 1 None

12 26%

2 Only the ones I developed

10 21%

3 A few

19 40% 4 Several

6 13% Total 47 100%

6. Have you instigated or participated in a climate mitigation project as a result of participating in the NASA/CIMSS Climate Literacy Ambassadors project?

# Answer

Response % 1 No

36 77%

2 Yes, please elaborate

11 23%

Total 47 100%

Yes, please elaborate Submitted proposal to NSTA on effects of ultraviolet radiation change as a result of climate change still developing it to work in my unique school public education project Our committee sponsors a district-wide event each fall to coordinate with the 350.org international event. My students promoted a 'walk to school' day to coincide with the national 'bike to work' day to raise awareness of personal responsibility for transportation choices. reduced use of electricity and gas I have a new job managing an energy reduction effort in MMSD called People.Power.Planet engaging staff in students in small energy saving actions (turn off lights) Replicating in entire school system, 17th largest in the country The time I spent on developing my project has allowed me to use it as both a science concept and a writing project GLOBE Project testing of new programs I teach a class on Climate Chemistry 7. Do you ever visit or participate in the CIMSS climate change forum or any other technology-supported virtual community of climate change educators?

# Answer

Response %

1 No (please indicate the main reason why not)

22 47%

2 Yes, sometimes.

24 51%

3

Yes, frequently - but I mainly just read discussions by other educators (please indicate which site(s) you visit)

1 2%

4

Yes, frequently - I like to post and participate actively (please indicate which site(s) you visit)

0 0%

Total 47 100%

No (please indicate the main reason why not)

Yes, frequently - but I mainly just read discussions by other educators (please indicate which site(s) you visit)

Yes, frequently - I like to post and participate actively (please indicate which site(s) you visit)

Lack of time CLN too little time we are in the midsts of rock and mineral units.

I changed grade levels and have been developing curriculum for this class and have not had time.

time Too many things to do Don't know about them not enough time :( time constraints, unaware of opportunities

There are so many periodic updates I receive through email from various environmental groups that I don't feel the need to seek still more info.

lack of time Reassigned curriculum/standards no classes for it have visitied NASA o nly I haven't gotten to this part of my curriculum yet.

CIMSS iPad Library November 2012 Cohorts (n=26) 1. How often do you use your CIMSS iPad for teaching and learning?

# Answer

Response % 1 Daily

11 42% 2 Once or twice a week

9 35% 3 Once or twice a month

4 15% 4 Once or twice a semester

0 0% 5 Never (please elaborate)

2 8% Total 26 100%

Never (please elaborate) My school ill not give me the password to log onto WiFi because it is not a school iPAD, even though I have explained it i plan to use it when i cover earth science second semester. 2. Please share specific way(s) you've integrated the CIMSS iPad into your teaching or augmented your curriculum with the iPad. Text Response Weather unit using various apps, showcasing images and taking photos. I am able to project apps related to climate and weather. Students can view data collected with vernier sensors in the ipads Useful in accessing web information while teaching/presenting. Useful for incorporating visuals into small group discussions OMG ... I use many apps like itunes university, and Morfo etc. to enhance both the richness of the content and presentation to my classes. preview lab activities and use calendar for assignments Use the projector connector to share apps that I hae downloaded At the beginning of each Atmospheric Science class (elective), we spend about 10-15 minutes looking at the latest surface conditions, weather maps, and news. We also used app called "Solar Walk" and "NASA" to find and locate the satellites that we would take pictures of using "Sat Cam." In Regents Earth Science, I used the "Coordinates" app to have students check their answers to a lab on latitidue and longitude. The students got "carried away" locating points of interest in the satellite function (Eiffel Tower, Mt. Rushmore, Grand Prism Springs, etc.)- I turned it into a lesson where they had to record the coordinates of these places so their classmates could find them! I also used the "MyTopo Maps" app to enhance a lab in the topographic maps unit. Students have watched current weather related stories. We also watch films on science 360. When kids are using Khan it allows me to have instant feedback. students collect data for satcam For my each unit I have something to show to the students from apps. For intro i shoesd the satellite paths and their contributions. For topography we used google earth maps and satellite pictures and for the Astronomy (star, bigbang, galaxies and celestial objects) unit that I am on right now I am looking for a perfect app. i am going to use it as a data resource when i get to earth science second semester. The Element app on the smartboard to illustrate elements I have used "keynote" to create presentation for the classroom. Have added topographic maps to ipad. Allows more clear presentation of maps on white board. Finding apps pertaining to specific lessons. While i dont have ipads available to the classroom, i am able to share with the students apps i have that they can get on their smart devices I use it mostly to search for new information, either on-the-fly, or in a more focused session. It's so handy. specifically showing an animation or how an app works, I use it for student who were absent and need to review the missed notes. lab work, class agenda, internet display research, and I am trying to learn how to use the iPad as a smartboard substitute. I use the google earth app. I also us the podcast to view lectures. VideoScience has some great videos for students who are getting done early. I will be starting my earthquake unit soon. I am going to try using the Popular Mechanics QuakerTracker app. I regularly use short video clips and podcasts illustrating specific science concepts. Dr. Carlson Science Theater is a favorite. As I taught weather I used many weather apps with students. We often use the iPad to find information on the Internet. We have used the camera and video camera to take pictures and videos during lab experiments. We have used a word processor to write notes about a lab and then used the pictures taken to illustrate the lab write up. Taking photos of the sky and horizon as closely to the satellite pass as possible using apps to demonstrate scientific concepts, video and pictures of experiments we upload or post. photolibraries of environmental changes.

Statistic Value Total Responses 25 3. How often do you project content from your CIMSS iPad to share material with your entire class?

# Answer

Response % 1 Daily




0 0% 5 Never (why not?)

10 37% Total 27 100%

Never (why not?) I haven't needed to project since I have such a small group. I'm still trying to get it to work. I plan to, but I haven't figured out how to connect to the SMART Board unit yet. This is probably very easy, but when all students have iPads (I have a class set), it hasn't seemed to be a problem that I haven't displayed on the big screen. I have yet to upload an app to control my smart board. I show students personally I left my cable on the projector at the summer meeting and haven't replaced it. I plan to use it in upcoming units. I have not used it yet. Still working on it. I have a projector hooked up to the computer, but I am trying to learn ShowMe and Educreations to use the iPad as a smartboard substitute. My district also said they will put Notebook software on the iPad for me. I (sort of) know how to use that program. Have not had time or training to implement i-Pad use 4. How often do you use your CIMSS iPad to enhance your own productivity?

# Answer

Response % 1 Daily

18 69%

2 Once or twice a week

4 15%

3 Once or twice a month

2 8%

4 Once or twice a semester

0 0%

5 Never (please elaborate)

2 8%

Total 26 100% Never (please elaborate) am used to android tablets so i am saving this for 2nd semester. It was stolen about 3 weeks ago by my students 5. How often do you use your CIMSS iPad to examine teaching/learning resources?

# Answer

Response % 1 Daily





1 4% Total 27 100%

Never (please elaborate) I am always using it at home.

6. Please share any problems, limitations and/or complaints you might have related to the iPad technology. Text Response No flash... I would love to have one for each kid. None so far! I have no complaints I'm heading to the Apple store to find out why mine won't project. When I do, I hope to project daily. It was working fine up until a student stole it from my room. Tryring to figure out how to use a cart of 30 for individual use I just wish it had FLASH! No flash player, but this is apple thing and a limitation w all apple devices. ipads are working well. The ipad does not work with my smartboard. I have difficulty to show the ipad app as we can not attachi it to overhead projector and show it visually I have to give instructions to them to go on computer and look for it . Many times they can not down load as the district have some restrictions on the websites none It is difficult to print at school. At home I use the household wifi printer and all goes well. There are two many ways for students to get lost with the technology in their hands. Too many buttons and many of the students knowledge of the ipads are much stronger than my own internet not always available if the tech guys are not here to put me on-line It would be great to be able to link to the computer wirelessly when projecting on the big screen. Was ther a chip in the Ipad to locate it ? I did speak to kathy lnge about my problem I really love it, but I cannot (or have not) used it for any word processing capability. I have not had any problems. I am trying to use the ipad as much as possible, yet I am mindful that I will not have it next year. Thus I am not over using it or becoming dependent on it. I find that since there is no Flash Player for the iPad it limits websites that contain simulations, such as phet.colorado.edu None, really, so far but I am learning about ways to implement the technology into my seventh grade classroom none - it has been great! Statistic Value Total Responses 22 7. How often do your students use your CIMSS iPad to engage with education material?

# Answer

Response % 1 Daily





10 37% Total 27 100%

Never (please elaborate) MOst of the applications for which I am using the iPad require more than one iPad in the classroom. Students don't have access to it I am selfish with my i-pad and they don't have them. Except once, when they filmed a quick movie for the procedure of a lab, they haven't gotten their hands on it yet. they wont use it until second semester. It is yet to occur. After this quarter. I do test things with other folks, but I don't have any students. very strong part of interaction I want to, but I haven't had time to learn yet - we are caught up with Teacher Evaluation plans here in NY

8. How often do you have students take observations with the SatCam app? # Answer

Response % 1 Daily




2 7% 5 Never (why not?)

13 48% Total 27 100%

Never (why not?) Still having problems with our internet provider telling the ipad where are we located. doesn't match what I am teaching I can't get it to work. - It won't talk the picture when I set it. the timing doesnt work! To be honest, this semester has been nuts!! We have had constant interruptions throughout and I've been playing catch up since sept. This particular activity does not blend into my curriculum at this time. we will start second semester unless the students do it on their own I don't have students, but occasionally take obs myself. It just hasn't been useful for us at this point and time. We have not started the astronomy unit yet. It is not part of our curriculum. 9. Please list 3 to 5 science-related apps that you use that you would recommend to other teachers. Text Response The weather channel, science Fridays, nova Vernier software, showme, living earth, fourier synthesizer itunes u (ivy league classes for the masses) - u tube, relevant teachable moments like the hurricane that just pommelled east coast., science 360 for superb graphics and special interest articles. Pollution, Sat Cam, levels, timers, compasses, google earth, space junk lite usgs earth quake site, earth motion site and meterology apps nova, stopwatch, solar walk, xperica MyRadar, MyTopo Maps, NASA, Coordinates, Unisys Weather Enthusiast (iPhone app but still works on iPad) Science 360, data finder, and just science- a chem app Sorry. I am taking this survey at school. I left my ipad at home today to recharge. I do not have a list. I think that one app I really like is called itunes university and a ipad app. I have learned a lot about the content that I teach. SatCAm, google earth, NOAA apps. night sky; nova elements;The elements; Quakes; iTunesU Spacecraft 3D (from JPL labs), ISS tracker (NASA), weather bug, Keynote (presentation software), I am working with Vernier to see what they are doing with the integrating their materials and programs The animation from Just Science is very useful. The HTML5 apps on Milankovitch Cycles and Season are useful too. noaa, nasa, weather, Puzzling Plates, MS Earth Science Buddy, Focus on Earthquakes, Earth Science Regents Buddy, Environmental Science Buddy, Educreations, topagraphy and map app ShowMe, Educreations, Stars Popular Mechanics QuakeTrack, Google Earth, Lewis dots, NASA, weather bug, iTunes U Weather dictionary, Cloud Chart, Living Earth, Solar Walk, Creatures of Light. None to report spacejunk lite, nasa tv, google earth, satcam, noaa, my topo maps, science 360 (okay that's 7) Statistic Value Total Responses 22

10. Anything else related to the CIMSS iPad Library that we should know? Text Response I have been enjoying the iPad and my students' learning has been imporived. Thanks! Thank you! We are working to get our staff more comfortable using it and hope to use it more frequently! I am very much enjoying the Ipad and learning so much every week by using it!!! It was reported stolen to cathy lange who informed your department. What would be the possibility of receiving or purchasing a replacement i'm not going to want to gie it back :) I LOVE this program- GREAT idea for teachers!! Not at the moment. No we will appreciate if we can keep ipads for lnger time so that my next year students will take advantage or if you could make it available for low price that our school/teachers can afford to buy and keep it no I'm very grateful to be a part of the program! it is a nice resource. Would it be possible to be issued another? would another one be available for purchase? I LOVE it, and thank you so much for the opportunity to use it. Thanks for letting us use them. Thank you, thank you, thank you for this opportunity. SplashTop app has been useful for physically disabled student(s) to be more involved with lessons/ notes by being able to change Powerpoint slides, etc satcam has been down several times Statistic Value Total Responses 18

CIMSS IPad Library 2013 Cohort (n=15)

1. Which of the following best describes your relationship to the CIMSS iPad Library? # Answer

Response % 1 I am a Teacher

14 93% 2 I am a student

1 7% Total 15 100%

2. How often do you use your CIMSS iPad for teaching and learning?

# Answer

Response % 1 Daily





0 0% Total 13 100%

Never (please elaborate) 3. Please share specific way(s) you've integrated the CIMSS iPad into your teaching or augmented your curriculum with the iPad. Text Response Blackboard with honors class and various science apps I was able to use their of the apps during our Astronomy unit. I used the NASA apps especially as well as the SATCAM. I have students that are early finsihers work on specific websites as a way to provide enrichment. I use them for taking pictures of the satellites. I use them with students in the classroom for research and project presentations. I use it to show videos and have access to Apps that the school prevents me from having on the school computer. Maintaining awareness of iPad-ready educational applications, specifically for Earth Science classroom job, sharing satellite picture on the Smart Board, discussions about clouds and cloud identification (part of our science curriculum) SatCam with the weather and climate students I use it to project brief video clips and to use apps with my students. used it to show the movement of continents over time--plate tectonics I will use various apps depending on the unit. I will also use it, as part of my flipped class, to show students videos that I have created. I work in a trailer so ipads are the only source of research for my students that is accessible to me. Also, I have the students use the ipads as an interactive whiteboard. data dowmload and sharing with my students, video clips, lab data analysis Statistic Value Total Responses 12 4. How often do you project content from your CIMSS iPad to share material with your entire class?

# Answer

Response % 1 Daily

0 0%


3 23%


5 38%


2 15%

5 Never (why not?)

3 23% Total 13 100%

Never (why not?) I have not had luck hooking it up don't have a projector no projector

5. How often do you use your CIMSS iPad to enhance your own productivity? # Answer

Response % 1 Daily

6 46%


5 38%


0 0%


1 8%


1 8%

Total 13 100% Never (please elaborate) I use my laptop most of the time. The ipad is used by the students. 6. How often do you use your CIMSS iPad to examine teaching/learning resources?

# Answer

Response % 1 Daily

4 31%


6 46%


1 8%


1 8%


1 8%

Total 13 100% Never (please elaborate) I use my laptop as I need to be able to print from it 7. Please share any problems, limitations and/or complaints you might have related to the iPad technology. Text Response I have added 2 iPad minis and the Apple TV to my classroom so no real issues. None I really wish the covers were more protective. I know nothing is full proof, but I would feel more secure letting students use them if the coverings were protective. none none none difficulty hooking it up to existing computer--; no projector; have tv wired to computer I have none. none at this point Statistic Value Total Responses 9 8. How often do your students use your CIMSS iPad to engage with education material?

# Answer

Response % 1 Daily

0 0%


3 27%


3 27%


3 27%


2 18%

Total 11 100%

Never (please elaborate) Things are teacher lead. 9. How often do you have students take observations with the SatCam app?

# Answer

Response % 1 Daily



4 36%


5 45%

5 Never (why not?)

1 9% Total 11 100%

Never (why not?) 10. Please list 3 to 5 science-related apps that you use that you would recommend to other teachers. Text Response Star walk solar walk nuclear Definitely would recommend the NASA sites. I also use Khan Academy app Aurasma, Educreations, Sat CAm TapQuiz Maps (a really fun way to learn geography); Just Science (Berkeley's Global Temperature Anomalies); NSA CryptoChallenge (teaches timely skills); Climate Change DataFinder (World Bank stats); HTML5-Only WXWISE applets The Rock Cycle, Bill Nye,Night Sky 2, Science 360,NOAA Now, Earth Viewer, Khan Academy, Google Earth Science 360, pop mech quake tracker, Quakefeed, khan chemistry 1 satcam, national parks photos for geologic formations, vernier probeware apps Statistic Value Total Responses 7 11. Anything else related to the CIMSS iPad Library that we should know? Text Response Na no This has been a great experience that I could not have gotten anywhere else, thank you! It's great to be able to keep up with what folks can do on tablets! Is there information about the environment that is being collected through these images? Is there a place that we can access this? I am very grateful for the use of it. Thank you. No Statistic Value Total Responses 7

Climate Literacy Ambassadors Annual Report: Award Number NNX10AB52A NASA GLOBAL CLIMATE CHANGE EDUCATION (GCCE) Year 1: February 2010 through January 2011 Project Milestones: Status and Completion Dates

1) CIMSS staff will infuse additional NASA data activities into “Global and Regional Climate Change” on-line course while incorporating feedback gathered from 2008 questionnaires.

Status: Completed. Completion Date: May 2010 2) MMSD Tim Peterson will identify science standards for each lesson

Status: Postponed until spring 2011 3) CIMSS and MMSD will conduct a Climate Change teacher workshop for MMSD middle and high school science teachers at the UW-Madison Spring 2010.

Status: Completed. Completion Date: May 2010 4) Project evaluator, will attend and evaluate the Madison workshop

Status: Completed. Completion Date: May 2010 5) MMSD teachers will take the revised course for credit during the summer semester

Status: Completed. Completion Date: August 2010 6) CIMSS staff will develop and launch the virtual community technology to engage scientists and emerging Climate Literacy Ambassadors.

Status: Completed. Completion Date: Fall 2010, launch delayed until January 7) CIMSS will conduct a second Climate Change teacher workshop for middle and high school MMSD science teachers at the ESIP July meeting.

Status: Completed. Completion Date: July 2010 8) CIMSS and MMSD will conduct another Climate Change teacher workshop for MMSD middle and high school science teachers at AOSS in early fall 2010.

Status: Postponed until January 2011 9) CIMSS will launch a freely accessible version of the on-line course for teachers who don’t want UW college credit which will track participation and provide a certificate of completion.

Status: Completed. Completion Date: October 2010 10) CIMSS will offer the on-line course again in the fall semester of 2010 to ESIP and MMSD teachers with the option of earning college credits or a certificate of completion.

Status: Partially completed; for-credit course not offered, certificate available Milestone Discussion: Seven out of ten milestones where successfully completed on schedule. The main factor delaying milestones 2, 8 and 10 was a reduction in the Madison Metropolitan School District (MMSD) budget and elimination of the MMSD Science & Environmental Education coordinator, Tim Peterson, who was slated to advertise and recruit project participants. In response to this development, adjustments include: 1) delaying the fall workshop to January when we will hold two workshops, in 2011 and beyond, 2) working with Wisconsin DPI to recruit participants, and 3) finding another educator to identify science standards for the on-line climate change course. Metrics: Thirteen (13) teachers signed up for the May 2010 workshop at CIMSS in Madison. Six (6) took the on-line course. Twenty (20) teachers participated in the July workshop at the Federation of Earth System Information Partners (ESIP) summer meeting. To date no one has completed the course for certificate, which became an option in October 2010.

2010 Climate Literacy Ambassadors produced twenty-nine (29) climate-related lesson plans which have been posted as a resource for all educators. One ambassador, Chuck Tennessean from Dodgeville Wisconsin developed a district-wide action plan detailing opportunities and incentives for students to investigate the size of their individual and/or household carbon footprints and identify actions to reduce carbon pollution. This event was coordinated with 350.org and the 10-10-10 global work party; over eight hundred (800!) students participated. The action plans are also available via the Global and Regional Climate Change on-line course: http://cimss.ssec.wisc.edu/climatechange/ Reports and Presentations: Poster Presentation, AGU 2010, “Climate Literacy Ambassadors” ID# ED33A-0694 M. E. Mooney; S. A. Ackerman (attached) Sample Document: Workshop Agenda from May 2010

2

http://cimss.ssec.wisc.edu/climatechange/

The Workshops

The workshops recruit teachers and provide an overview

on climate change, clim

ate resources and detailed demonstrations of w

ays that N

AS

A satellite data can be used to study and teach clim

ate system science. M

ost of these 1-day climate w

orkshops are held at CIM

SS in M

adison Wisconsin; how

ever, several will be held at sum

mer m

eetings of the Federation of Earth S

ystem Inform

ation Partners (E

SIP

).

2011 workshops are scheduled for January at C

IMS

S in M

adison and July in New

Mexico at the E

SIP

summ

er meeting.

Clim

ate Literacy Am

bassadorsC

limate Literacy A

mbassadors

A N

ASA

GC

CE Project

A N

ASA

GC

CE Project

Steve Ackerm

an and Margaret M

ooney C

ooperative Institute for Meteorological Satellite Studies (C

IMSS)

Space Science & Engineering C

enter (SSEC), U

W- M

adison

A three-tiered program

to train G6-12 Teachers to be A

mbassadors of C

limate Literacy in their schools and com

munities:

1) Workshops 2) O

n-Line Course 3) Virtual C

omm

unity of Clim

ate Change Educators

The On-Line C

ourse (http://cimss.ssec.w

isc.edu/climatechange/)

The on-line course utilizes e-learning technology to clarify graphs and concepts from the 2007 Intergovernm

ental Panel on C

limate C

hange Sum

mary for

Policy M

akers with content intricately linked to the C

limate Literacy: The E

ssential Principles of C

limate S

cience. Feedback from em

bedded questionnaires and phone interview

s conducted by an outside evaluator during the 2008 course debut were incorporated into a revised freely accessible version of the

on-line course in 2010, along with an infusion of additional N

AS

A activities and resources. Plans for 2011 include listing science standards before developing

a Spanish language version of the freely available clim

ate change course. In support of teachers’ professional development goals, the course w

ill continue to be offered through the U

niversity of Wisconsin-M

adison for college credit with U

niversity comm

itment to a reduce tuition rate for non-degree educators.

Content w

as created collaboratively by University of W

isconsin-Madison faculty and staff from

the following departm

ents: A

tmospheric and O

ceanic Sciences, C

ooperative Institute for Meteorological S

atellite Studies,

Center for C

limatic R

esearch and Geology and G

eophysics

NA

SA

Langley scientist Dr. Takm

eng Wong w

orked with C

IMS

S during course revision to ensure participating educators experience hands-on applications

working w

ith NAS

A satellite derived clim

ate data, particularly the ER

BE

(Earth Radiation B

udget Experim

ent) and CE

RE

S (C

louds and the E

arth s Radiant E

nergy System

) data products.

The Virtual Com

munity of C

limate C

hange Educators C

IMS

S w

ill develop a virtual comm

unity for emerging C

limate Literacy A

mbassadors to help m

ake the education activities sustainable. CIM

SS

and NA

SA

scientist will interact

with educators and support each other w

hile educators teach global change topics in their classroom. It is envisioned that first year graduates of the C

limate Literacy

Am

bassador program w

ill become significant resource agents to educators em

barking on the training in years two and three. In this w

ay, the more advanced learners (course

graduates) “mentor” less advanced learners through the technology-supported virtual com

munity that w

ill evolve from this program

. This virtual collaboration is consistent w

ith our project goal of keeping carbon emissions at a m

inimum

while engaging teachers and scientists in global clim

ate change topics.

May 2010 w

orkshop at CIM

SS

July 2010 workshop at E

SIP

The first cohort of GC

CE

Clim

ate Literacy Am

bassadorsC

limate Literacy A

mbassadors included C

huck Tennessenfrom

Dodgeville W

isconsin who developed a district-w

ide action plan detailing opportunities and incentives for students to investigate the size of their individual

and/or household carbon footprints and identify actions to reduce carbon pollution. This effort w

as coordinated with 350.org and the 10-10-10 global w

ork party: over 800 students participated!

Climate Literacy Ambassadors Annual Report: Award Number NNX10AB52A NASA GLOBAL CLIMATE CHANGE EDUCATION (GCCE) Year 2: February 2011 through December 2011 Year 2: Milestones and Status (1) CIMSS staff will conduct a one-day Climate Change workshop for MMSD teachers prior to offering the on-line course during the UW-Madison spring semester. STATUS: Completed January 2011 (Tuesday January 10th & Saturday January 15th) (2) Dr. James Fraiser, project evaluator, will expand evaluations to include the on-line virtual community of climate change educators with a focus on discerning climate literacy gains. STATUS: Completed spring 2011 (3) Juan Botella will translate the non-credit version of the material to Spanish which will automatically track participation and provide a certificate of completion. STATUS: In development, about half done (http://cimss.ssec.wisc.edu/climatechange/Espanol/) (4) Climate Literacy Ambassadors will be eligible for stipends for capstone projects supervising student research projects. STATUS: This has been widely and repeatedly promoted to CLA graduates but educators are not taking us up on this opportunity. (5) Dr. Fraiser will begin evaluating student research projects. STATUS: NA (6) CIMSS will conduct a second Climate Change teacher workshop for middle and high school MMSD science teachers at the summer ESIP meeting which was held in Santa Fe New Mexico. STATUS: Completed July 2012 (7) CIMSS staff will conduct a third Climate Change workshop for MMSD teachers prior to offering the on-line course during the UW-Madison fall semester. STATUS: Rescheduled and consolidated with the January 14th 2012 workshop Carry-over milestone from 2010:

• Add science standards to each lesson in on-line course. STATUS: Completed August 2011, along with AP topics for each lesson.

Discussion The Wisconsin State Legislature voted to eliminate collective bargaining for public employees in February 2011, curtailing workers’ rights and benefits that had covered Wisconsin’s public school teachers since 1959. Hundreds of thousands protested at the State Capitol; Madison public schools were closed for four days straight. During the summer, more than 4,700 Wisconsin school employees retired with sixty-three percent of school districts reporting a net loss of teachers by fall. Thirty-eight percent of districts saw reductions in teacher aides and a third suffered a decrease in support staff. For administrators, twenty-one percent reported a loss. Not surprisingly, these events took a toll on teacher moral with repercussions for this project, reflected in minimal interaction in the on-line forum and only one response (and no takers) to repeated promotions of the capstone student research projects.

http://cimss.ssec.wisc.edu/climatechange/Espanol/

2

Metrics Thirty-two (32) educators signed up for two different workshops in January 2011. Four participants were pre-service teachers and six were naturalist from the Aldo Leopold Nature Center (ALNC). Sixteen participants (16) took the on-line course for credit during the UW-Madison spring semester resulting in over two dozen new lesson plans being added to the web site. (http://cimss.ssec.wisc.edu/climatechange/nav/lessonplans/index.html) Twenty-one (21) teachers participated in the July workshop at the Federation of Earth System Information Partners (ESIP) summer meeting. In addition to a session specifically dedicated to this Climate Literacy Ambassadors project, the ESIP workshop featured a strand of sessions dedicated to climate literacy and an afternoon of break-out sessions demonstrating ways that Earth science tools and data can be used in science classrooms. Leveraging In addition to the workshops at CIMSS and ESIP, the CIMSS Climate Literacy Ambassadors project and resources were presented at a Sally Ride Science workshop in February, the Wisconsin Society of Science Teachers annual conference in March, and at a Sustainable Energy Teacher Workshop at UW-Stevens Point in May. The on-line course is also being promoted to NOAA Climate Stewards. A notable CIMSS-ALNC collaboration has evolved as a result of ALNC participation in the January Climate Literacy Ambassadors workshops. As it turns out the ALNC opened a new Climate Change Center in 2011 which features the National Academy of Sciences exhibit “Global Warming: Facts and Our Future” (from the Koshland Science Museum) and a NOAA Science on a Sphere (SOS) exhibit. One of the first things CIMSS did when asked to present a “SOS 101” staff training was download the new NASA Loop movie on the ALNC SOS! The NASA “Frozen” video is featured at all CIMSS teacher workshops via a 3-foot diameter Magic Planet spherical display system. In 2011 CIMSS installed solar panels to power our 3D globe, modeling the Sun-Earth energy system and the first essential principle of climate literacy; the perfect two-part exhibit to complement to Climate Literacy Ambassador workshops.

Sample Document Workshop Agenda from January 2011

Climate Literacy Ambassadors Annual Report: Award Number NNX10AB52A NASA GLOBAL CLIMATE CHANGE EDUCATION (GCCE) PI: Steve Ackerman Co-I: Margaret Mooney Year 3: February 2012 through January 2013 Project Milestones: Status and Completion Dates (1) CIMSS staff will conduct a one-day Climate Change workshop for middle and high school science teachers prior to offering the on-line course during the UW-Madison spring semester. STATUS: Completed. The workshop took place on January 14th 2012, ten (10) teachers registered and five (5) attended. Nine (9) teachers took the on-line course during the UW-Madison spring semester, as well as 1 NASA Langley Plant Engineer. (2) Support for capstone student research projects will continue as will evaluations. STATUS: Modified to the CIMSS iPad Library initiative (3) CIMSS will conduct a Climate Change teacher workshop for middle and high school science teachers at the summer ESIP meeting and invite them to take the non-UW on-line climate change course and track participation. STATUS: Completed. Thirty-four (34) teachers registered and twenty-nine (29) attended. (4) Dr. Fraiser will distribute surveys and conduct phone interviews with a subset of the new Climate Literacy Ambassadors to assess the three-tiered curriculum and gage the level of climate-related liaison activities in schools, classrooms and local communities. STATUS: Delayed, our project evaluator retired this fall, this initiative will take place in 2013. (5) CIMSS will submit a publication to a professional journal. STATUS: Completed, fall 2012 Mooney, M. E., Ackerman, S., McKinley, G.A., Whittaker, T.W. & Jasmin, T. Lesson Plans and Classroom Activities from the Climate Literacy Ambassadors Community. The Earth Scientist Volume XXVIII, Issue 3, Fall 2012 6) CIMSS will submit a final report. STATUS: Delayed due to project extension Carry-over milestone from 2011: Juan Botella will translate the non-credit version of the material to Spanish STATUS: Completed (http://cimss.ssec.wisc.edu/climatechange/Espanol/) Discussion Metrics A total of thirty-nine (39) teachers attended Climate Literacy Ambassadors teacher workshops in 2012; five at a January workshop at CIMSS, five at a Wisconsin Society of Science Teacher (WSST) workshop in March, and twenty-nine (29) at the ESIP Teacher Workshop in July. Fifteen participants (15) took the on-line course for credit during the UW-Madison spring and fall semesters, resulting in several new lesson plans being added to the web site. (http://cimss.ssec.wisc.edu/climatechange/nav/lessonplans/index.html)

http://cimss.ssec.wisc.edu/climatechange/nav/lessonplans/index.html

2

In 2012 CIMSS launched a new initiative to engage teachers and students in data acquisition and regional climate studies. The CIMSS iPad Library loans iPads to science teachers for an entire school year! The first units were distributed at the ESIP Teacher Workshop where participants learned about several climate-related Apps, including SatCam, an application for iOS devices where users collect observations of cloud and surface conditions coordinated with an overpass of the Terra, Aqua, or Suomi NPP satellite. A picture of the teachers taking a SatCam observation follows below. Twenty-four (24) iPads are currently out on loan. We sent out an initial survey and featured the results at two professional conferences this fall, the Geological Society of America (GSA) in November and the December meeting of the American Geophysical Union (AGU). The GSA presentation was broadly titled “The Climate Literacy Ambassador Community” and the AGU presentation was entitled “The CIMSS iPad Library and ESIP Teacher Workshops.” Leveraging In addition to the workshops at CIMSS and ESIP, the CIMSS Climate Literacy Ambassadors project and resources were presented at the Wisconsin Society of Science Teachers annual conference in March. The on-line course is also being promoted to NOAA Climate Stewards. The NASA “Frozen” video is featured at all CIMSS teacher workshops via a 3-foot diameter Magic Planet spherical display system. In 2011 CIMSS installed solar panels on the roof of our building to power our 3D globe, modeling the Sun-Earth energy system and the first essential principle of climate literacy; the perfect two-part exhibit to complement to Climate Literacy Ambassador workshops. In 2012, CIMSS installed a 5 foot sign at the base of the solar panels explaining this connection; the design is attached to this report. Over a thousand people see this sign annually when they participate in informal education events at the UW-Madison Atmospheric, Oceanic and Space Science Building.

http://satcam.ssec.wisc.edu/index.html

3

Sample Document Design for the 5 foot tall roof sign (First Essential Principle of Climate Literacy)

CLIMATE LITERACY AMBASSADORS WORKSHOP REGISTRANTSName Last Name School City/State EmailCynthia Edlund Crandon HS Crandon, WI [email protected]

Cynthia Garner [email protected]

Cari Hauge pre-service [email protected]

Julie Jarvis ALNC Madison, WI [email protected]

Maira Rivera Cherokee Heights MS Madison, WI [email protected] Aleem Milwaukee pUblic Schools Milwaukee, WI [email protected]

Jenny Alvey Gresham Middle School/Knox Co Knoxville, TN [email protected]

Joe Aragon Laguna-Acoma High School Casa Blanca, NM [email protected]

Musa BAKI Harmony School of Innovation EL Paso, TX [email protected]

Adriana Banda Lynn Middle School Dona Ana, NM [email protected]

Marcia Barton Santa Fe High School Santa Fe, NM [email protected] Biernat St Mary's visitation Franklin, WI [email protected]

Nancy Bigelow Benito Juarez HS Illinois [email protected]

Gary Bodman Madison Middle School Albuquerque, NM [email protected]

Juan Botella Monona Grove High School Monona, WI [email protected] Bower Waunakee High School Waunakee, WI [email protected]

James Brey AMS Education Program Washington, DC [email protected]

Jill Burns Maine South HS Wisconsin [email protected]

Jeff Butters Whitehorse middle Madison, WI [email protected]

Kathy Cade Jimmy Carter Middle School Albuquerque, NM [email protected]

Art Camosy James Madison Memorial High Madison, WI [email protected]

Molly Carlson pre-service Madison, WI [email protected]

Cheryl Chavez Loma Heights Elementary School Las Cruces, NM [email protected]

Noel Chilton Coronado Elementary Albuquerque, NM [email protected]

Richard Choate Rochester Middle School Rochester, NH [email protected]

Susan Cohen Cherokee MS Madison, WI [email protected]

Kelly Cox East High Madison, WI [email protected]

Kathe Crowley Conn Aldo Leopold NC Madison, WI [email protected]

Amy Dopp NBCT Wisconsin [email protected]

Amy Downham Wisconsin [email protected]

Karl Dreyer Roosevelt HS New Mexico [email protected]

Corina Duran Cochiti Elementary albuquerque, NM [email protected]

Wes Ebert Newman Catholic High School Wausau, WI [email protected]

Cheryl Esslinger Rhinelander HS Rhinelander, WI [email protected]

Greg Ezell Socorro High School Socorro, NM [email protected] Flores Albuquerque Public School Albuquerque, NM [email protected]

Tanya Flores Harrison Albuquerque, NM [email protected]

Suzanne Folberg O'Keeffe Middle School Madison, WI [email protected]

Emily Foubert ALNC Madison, WI [email protected] Franks Union Grove High School Franksville [email protected]

Timothy Freeman Kenmore East High School Tonawanda [email protected]

Tania Garza Mesquite Elementary San Miguel, NM [email protected]

mailto:[email protected]














Penny Ghinaudo Sam Houston High School San Antonio, TX [email protected]

Christopher Gillette Sun Praie HS Sun Prarie, WI [email protected] Gokhale Buffalo Public Schools Buffalo, NY [email protected]

Beth Gorak Franklin Public Schools Wauwatosa [email protected]

Kirsten Gresko Lew-Port H.S. (Studies Program) Buffalo, NY [email protected]

Pat Hallquist [email protected]

Maggie Hardgrave marymount school Brooklyn, NY [email protected]

maggie hardgrave marymount school Brooklyn, NY [email protected]

Turtle Haste James Monroe MS/Johns Hopkins Albuquerque, NM [email protected]

Elizabeth Hauser O'Keeffe Middle School Madison, WI [email protected]

Victoria Headick Carpenters Middle School Maryville, TN [email protected]

Kathryn Hedges Gary Community SChools Crown Point, IN [email protected] Helmes WNY Maritime Charter School Buffalo, NY [email protected]

Martos Hoffman The GLOBE Program Flagstaff, AZ [email protected]

Jennifer Holle Taos Middle School Taos, Nm, NM [email protected]

Brenna Holzhauer Aldo Leopold NC Madison, WI [email protected] Jackson Milwaukee pUblic Schools Milwaukee, WI [email protected]

Norman Jensen Vista Middle School Las Cruces, NM [email protected]

Eunice Johnson Bethel School Sugar Grove, NC [email protected]

Flores Jose Luis Santa Teresa Elementary Santa Teresa, NM [email protected]

Joe Joyner Tidewater Community College Virginia Beach, VA [email protected]

Jim Juech Saukville Elementary Saukville, WI [email protected] Kardas Coxsackie-Athens Central School Troy [email protected]

Ann Kelly Bishop DuBourg H.S. St. Louis, MO [email protected] Kelly Buffalo State College Orchard Park [email protected]

Jill Koszarek Lake Country School [email protected]

Kelly Kramer WSST workshop Janesville, WI [email protected]

Bruce Kubanoff steinert h.s. cherry hill, NJ [email protected] LaFountain STUDIES Brant Lake [email protected]

Cathy Lange STUDIES Buffalo, NY [email protected]

Valerie Leonard Washington County VA Schools Gray, TN [email protected] Liska-Tollefson Wingra Madison, WI [email protected]

Christina Marentes New Mexico [email protected]

Traci Marsolek Eleva-Strum Central Strum, WI [email protected]

Rhonda Martinez Monte del Sol Charter School Santa Fe, NM [email protected] McLaughlin DeForest High School Lodi, WI [email protected]

Stephen Miller Middleton Cross Plains area school district

Middleton, WI [email protected]

John Moore NSF GEO Arlington, VA [email protected] Moran Alden High School Alden, NY [email protected]

Robert Morgan Valley High School Albuquerque, NM [email protected]

Vicki Morgan Albuquerque, NM [email protected]

Mike Murphy Cherokee MS Madison, WI [email protected]

Theresa Nasitima [email protected]

Joan Newsom Albuquerque High School Albuquerque, NM [email protected]






Becky Nutt Oneida Nation High School [email protected] Nye Madison Metropolitan School

DistrictMadison, WI [email protected]

Nancy O'Brien Cleveland Hill Middle School Cheektowaga, NY [email protected]

Jill Olsen Olsen Jefferson Middle School Madison, WI [email protected]

Karen Olson Waunakee Community High SchoWaunakee, WI [email protected]

Nathan O'Shaughnessy Madison Memorial high Madison, WI [email protected]

Carol Payton Alexandria CIty Public Schools Fort Washington, [email protected]

John Peterson Parkview High School Wisconsin [email protected]

Tim Peterson MMSD Madison, WI [email protected] Phillips Jack Young Middle School,

Baraboo School DistrictBaraboo, WI [email protected]

Skylar Primm High Marq Environmental Charter School

Montello, WI [email protected]

Kathleen Pudlak Kenmore-Tonawanda Schools Buffalo, NY [email protected]

Denice Puentes Gadsden Middle School Las Cruces, NM [email protected]

PG Pullano Madison Mid School Albuquerque, NM [email protected]

Sylvia Quintin Suitland Family and Life DevelopmSuitland, MD [email protected]

Jeanine Ranzen Queen of Peace Madison, WI [email protected] Raynor Mescalero Apache Alamogordo, NM [email protected] Redd Kenmore Town of Tonawanda

Union FreeSchool DistrictKenmore, NY [email protected]

Rebecca Reid Olive Grove Charter School Santa Ynez, CA [email protected]

Lynn Reuter Central MS [email protected]

Arlene Rickard Valley High School Albuquerque, NM [email protected] Rico-Beck Museum of Science and Industry Chicago, IL [email protected]

KARYL ROSENBERG Nicolet HS (WSST) Menaqua, WI [email protected]

Charles Rowley Nauticus, The National Maritime Norfolk, VA [email protected]

John Rudolph pre-service Madison, WI [email protected] Rydberg Wisconsin DPI Madison, WI [email protected]

Jude Sabato STUDIES Buffalo, NY [email protected]

Lori Schacht DeThorn East HS Madison, WI [email protected]

Stefanie Schlei [email protected]

Jim Schmidt WSGC Green Bay, WI [email protected]

Jan Schoonover Clinton High School Clinton, TN [email protected]

Vicki Schroeder Jefferson middle Albuquerque, NM [email protected]

Larry Sedillo Mesquite Elementary Mesquite, NM lsed76.live.comKeith Smith Plaquemine High School Baker [email protected]

Sandra Smith Capitan MIddle School & Capitan CAPITAN, NM [email protected]

Sally Smith Lindsey-Steiner Elementary Portales, NM [email protected]

Cindy Smits Central MS Wisconsin [email protected]

Rink Somerday Asombro Institute for Science EduLas Cruces, NM [email protected] Spence MMSD Middleton, WI [email protected]

Tyler Spence Madison Memorial High School Madison, WI [email protected]

Joseph St Peter O'Keeffe Middle School Madison, WI [email protected]

Colleen Stevens Archdiocese of Baltimore Baltimore, MD [email protected]

Betty Strong Navajo Preparatory School Farmington, NM [email protected]





Jody Suprenant Fort Edward UFSD/ S.T.U.D.I.E.S. Fort Edward, NY [email protected]

Lisa Swaney JWMS Wisconsin [email protected]

Brandon Switz Bessie Allen MS Wisconsin [email protected]

Charles Tennessen Dodgeville elementary Dodgeville, WI [email protected]

Betsy Tillett Carpenters Middle School Maryville, TN [email protected]

Carolyn Timmerman Cuba City HS Cuba City, WI [email protected]

Melissa Turrentine Bedford County Schools Normandy, TN [email protected]

Joy Vangen Forest Park Middle School Franklin, WI [email protected]

Michael Vaughan James Madison Memorial High Madison, WI [email protected] Wagner BPS Clarence Center,

[email protected]

Kathy Waldera ALNC Madison, WI [email protected]

Eric Walters Marymount School New York, NY [email protected]

Peter Watts Riverside MS Watertown, WI [email protected]

Laurie Wearne Talking Talons Youth Leadership Tijeras, NM [email protected]

Claire Weesner MMSD/Mt. Horeb Middle School Madison, WI [email protected]

Pamela Whiffen Scottsdale Unified Phoenix, AZ [email protected]

Virginia Wiggins Aldo Leopold NC Madison, WI [email protected]

Anne Wilcox pre-service Madison, WI [email protected]

Barbara Williams Hamilton Middle School Madison, WI [email protected] Witthun Jack Young Middle School Baraboo, WI [email protected]

Paul Yoder BLM's El Malpais National Conser Grants, NM [email protected] Zawicki STUDIES Buffalo, NY [email protected]





Title of Grant / Cooperative Agreement: Type of Report...

Documents

Transcript of Title of Grant / Cooperative Agreement: Type of Report...