First, I must say I enjoyed so much of the insites and tales of these fellow bloggers lives. They were so rich with lifes vast experiences. I must admit some of the more scientific focus was overwhelming; bringing to mind that there was some scientists out there with a much stronger background in science than my own more wide spread and varied background. But as posted prior, I stand by my past awards...and then add to them. Dave's of Explore AK was an easy read and understandable. I enjoyed his relating to his student experiences. I could also relate most places Dave referenced in his blogs. So Dave's blog was a repeat visit by myself. He also had some incredible visuals on his blog... that I can only hope to acquire and add to my Thanks
blogging skills someday.
Kate's Blog was also a repeated site to view. I really related to her many ideas of integrating topics into other areas of the curriculum. Teaching more thematically and utilizing other areas is more my style and so it was appealing to me. I also have abackground and love for the arts, as Kate. Thank you, Kate
Saturday, May 1, 2010
Saturday, April 17, 2010
Final Project partnered with Lifelonglearner, Becky
Final Blog/Final Project partnered with Lifelonglearner
Due to the content of this course and connections made and of concerns for the Earth. We are pulling our connected communty and planning to offer them some environmental aide that may help them further stay connected and at the same time assist in the concerns to help the Earth.
In the past, Alaska indigenous people have always used their resources effectively so that there was little to no waste. They believed, what came from the Earth should go back to the Earth. By ensuring that there was no waste, Native cultures were spiritually at peace with Mother Earth.
Through research and observations, Western scientists came to similar conclusions. They found the Earth to be a fine balance of functioning entities; atmosphere, cryoshere, oceanic, geological and biological systems.
Now, both indigenous people and Western scientists are aware of the fragile conditions that the human footprint has created amongst these systems.
Our Mission: We realize that humans will participate more readily in more environmentally responsible habits if it is made simple and friendly. Our final project will focus on that concept. Our plan is to reach our students, through the use of Teacher’s Domain, as well as other digital resources, develop global awareness and Earthy concerns. In turn, our students will work toward establishing a community recycling center which will include several large receptacles placed on school property for recycling for the Fairview Loop community.
Goal 1: Educate students about climate change and take action.
Objective 1: Use TD http://www.teachersdomain.org/resource.ean08.sci.ess.earthwyw.sanature , “Take Action Nature and Your Community”, Steps 1-7
Other resources that we plan to use which are designed as interactive kid friendly presentations include: www.childrenoftheearth.org, www.pbskids.org/eekoworld, www.epa.gov/epawaste/edcuation, www.clear-air-kids.org.uk
Step 1-“What’s your relationship with the Natural Environments”, we will brainstorm the questions as a group. Step 2- “Climate Change in the Arctic”, we will watch the video. Step 3- “Scientific Research”, we will first watch the video. Then brainstorm answers to the questions together. Step 4- “The Value of Observations”, teachers will have answers prepared for student review and discussion. Step 5- “Making Use of Both Native and Western Perspectives”, we will first view the video, and then brainstorm questions together. Step 6- “Getting Involved”, we will watch a flash interactive. Step 7- “Identify Community Concerns”, we will show pictures of environmental concerns one by one and offer discussion.
Objective 2: Use TD http://www.teachersdomain.org/resource.ean08.sci.ess.earthwyw.sanature , “Take Action Nature and Your Community”, Steps 8-12
Again, other resources that we plan to use which are designed as interactive kid friendly presentations include: www.childrenoftheearth.org, www.pbskids.org/eekoworld, www.epa.gov/epawaste/edcuation, www.clear-air-kids.org.uk
Step 8- “Research an Environmental Issue”, here, we plan to steer the focus to recycling. Step 9- “Brainstorm Solutions”, we will watch kid friendly, digital, interactive videos and cartoons shown above to improve the students understanding of recycling. Step 10- Take Action”, here we will make a plan. Step 11- “Take Action”, here we plan to put together a play/presentation that the children will take part in and which will be recorded using a digital camera. We are hoping to, at some point; put this video onto our schools website for parent viewing. Step 12- “Further Exploration”, we will use additional websites if needed.
Goal 2: Researching and raising money for recycling receptacles.
Step 1: Contact Valley Communtiy For Recycling (VCR) to find out what is recyclable in our area and how it should be prepared for easier pickup. Contact VCR through email to request their Recycle Curriclum Kit which includes an informative video on recycling in our state.
Step 2: Contact Alaska Waste to inquire about the costof havingreceptacles placed on our school property, as well as the cost of pickup. Make a plan to raise monies to cover cost.
Step 3: Begin a sales campaign to sell Chico Bags, reusable bags to our communtiy members.
Step 4: With sales we will have a regular recycling center offered to our community members with the recptacles which will be in our school parking lot.
Additional Goal: Make contact with educator in Cooktown, Queensland, Australia. This is a small northern community on the east coast north of Cairns with a population of indigenous people. Our students will gain and share information with Australian students of local environmental issues and concerns. A compare and contrast of issues in communities in Northern and Southern hemispheres.
Blog Awards already posted but may be altered if time permits...stay tuned.
Due to the content of this course and connections made and of concerns for the Earth. We are pulling our connected communty and planning to offer them some environmental aide that may help them further stay connected and at the same time assist in the concerns to help the Earth.
In the past, Alaska indigenous people have always used their resources effectively so that there was little to no waste. They believed, what came from the Earth should go back to the Earth. By ensuring that there was no waste, Native cultures were spiritually at peace with Mother Earth.
Through research and observations, Western scientists came to similar conclusions. They found the Earth to be a fine balance of functioning entities; atmosphere, cryoshere, oceanic, geological and biological systems.
Now, both indigenous people and Western scientists are aware of the fragile conditions that the human footprint has created amongst these systems.
Our Mission: We realize that humans will participate more readily in more environmentally responsible habits if it is made simple and friendly. Our final project will focus on that concept. Our plan is to reach our students, through the use of Teacher’s Domain, as well as other digital resources, develop global awareness and Earthy concerns. In turn, our students will work toward establishing a community recycling center which will include several large receptacles placed on school property for recycling for the Fairview Loop community.
Goal 1: Educate students about climate change and take action.
Objective 1: Use TD http://www.teachersdomain.org/resource.ean08.sci.ess.earthwyw.sanature , “Take Action Nature and Your Community”, Steps 1-7
Other resources that we plan to use which are designed as interactive kid friendly presentations include: www.childrenoftheearth.org, www.pbskids.org/eekoworld, www.epa.gov/epawaste/edcuation, www.clear-air-kids.org.uk
Step 1-“What’s your relationship with the Natural Environments”, we will brainstorm the questions as a group. Step 2- “Climate Change in the Arctic”, we will watch the video. Step 3- “Scientific Research”, we will first watch the video. Then brainstorm answers to the questions together. Step 4- “The Value of Observations”, teachers will have answers prepared for student review and discussion. Step 5- “Making Use of Both Native and Western Perspectives”, we will first view the video, and then brainstorm questions together. Step 6- “Getting Involved”, we will watch a flash interactive. Step 7- “Identify Community Concerns”, we will show pictures of environmental concerns one by one and offer discussion.
Objective 2: Use TD http://www.teachersdomain.org/resource.ean08.sci.ess.earthwyw.sanature , “Take Action Nature and Your Community”, Steps 8-12
Again, other resources that we plan to use which are designed as interactive kid friendly presentations include: www.childrenoftheearth.org, www.pbskids.org/eekoworld, www.epa.gov/epawaste/edcuation, www.clear-air-kids.org.uk
Step 8- “Research an Environmental Issue”, here, we plan to steer the focus to recycling. Step 9- “Brainstorm Solutions”, we will watch kid friendly, digital, interactive videos and cartoons shown above to improve the students understanding of recycling. Step 10- Take Action”, here we will make a plan. Step 11- “Take Action”, here we plan to put together a play/presentation that the children will take part in and which will be recorded using a digital camera. We are hoping to, at some point; put this video onto our schools website for parent viewing. Step 12- “Further Exploration”, we will use additional websites if needed.
Goal 2: Researching and raising money for recycling receptacles.
Step 1: Contact Valley Communtiy For Recycling (VCR) to find out what is recyclable in our area and how it should be prepared for easier pickup. Contact VCR through email to request their Recycle Curriclum Kit which includes an informative video on recycling in our state.
Step 2: Contact Alaska Waste to inquire about the costof havingreceptacles placed on our school property, as well as the cost of pickup. Make a plan to raise monies to cover cost.
Step 3: Begin a sales campaign to sell Chico Bags, reusable bags to our communtiy members.
Step 4: With sales we will have a regular recycling center offered to our community members with the recptacles which will be in our school parking lot.
Additional Goal: Make contact with educator in Cooktown, Queensland, Australia. This is a small northern community on the east coast north of Cairns with a population of indigenous people. Our students will gain and share information with Australian students of local environmental issues and concerns. A compare and contrast of issues in communities in Northern and Southern hemispheres.
Blog Awards already posted but may be altered if time permits...stay tuned.
Sunday, April 4, 2010
Final blog and ...The Awards...
I hope everyone is sitting down...yes, there were difficult choices. So many delights to choose from but we narrowed it down. Sorry some of you will have to share the limelight.
Best Picture Award Categories Are:
"Most Diverse Photos Used"-- Berb's Blabber & Woven Ideas
"Best use of Wildlife Photos"--Daves Explore Alaska & Hansons Climate Page
"Best Movie Pictures Used in Blog"-- Closing Cultural Gap
"Best Blog Awards"--Life in Alaska(also best use of G.Bush in comic form)
"Most enjoyed for Adults XXX only"--Kobuk River Valley People--didn't view....kidding=)
"Best and Most visited Blogs" --Dave Explore Alaska & Bill Alaska Geoscience
"Most Controversial Blog"--BrendasExploreAlaska, a great read but hard on these old eyes...
Final Blog...with little to no sites or photos, since photo awards have been given...seems redundant...
How is everything connected: Native and Western sciences.
Explain:
Northern Natives have existed and thrived for centuries, living off the land, rivers and oceans. They have discovered through their own experiences, observations and experiments of climate, wildlife, rivers, oceans and landforms how it works and works with them. Their lives are intertwined with the climate, wildlife and landforms. The Indeginous People have accumulated and documented knowledge over time and passed it on to newer generations orally. This knowledge has helped them them thrive for centuries. Western scientists have developed theories also based on observations but use a more scientific process based on hypothesis and experimenting based on data collecting. Both systems show merit and great value and in many ways.
The findings over time, observations experiments are vastly similar. Both Native and Western science approach have demonstrated that change is happening in the world but the majority has been felt in the Northern Regions of the Earth. Global warming is a fact and is showing some the detrimental impact. This impact has greatly affected the Native cultures who inhabit these regions. An example, many Indeginous People rely on the salmon runs for food that are throughout Alaskas rivers and streams during the summer and fall. The salmon population is decreasing due to the warmer temperatures. Salmon must have a cool and consistent temperature in the streams, rivers and lakes to develop properly. Temperatures are warming and the salmon are decreasing and the affects are felt by the natives that rely on the salmon for food supplies. Many Natives have entered the field of science to better help their community and bridge a gap between their culture and Western science. Not only is a bridge gapped but also a tighter bond develops the two entities. Steve MacLean, an Inupiaq scientist works on the Bering Sea; La'ona DeWilde, Athabascan biologist; Dolly Garza, a Tlinget & Haida biologist; and Richard Glenn an Inupiaq geologist are just afew local Natives that have turned to the field science. These scientists are helping the changing areas and people in the communities they live. These people have broken barriers that others have built, as well as contributed to Western science and offered their rich cultural background to the mix. Here again the connection is gapped between the cultural holistic and spiritual understanding of nature of the world systems and the step-by-step process of hypothesising, collecting and recording data of the Earth's systems. The power is extreme when both worlds unite and hold the key to help solve and deal with the warming temperatures of the Earth and all that entails. The Earth is experiencing many changes statistics are proving. The change in the cryrosphere, glaciers, atmosphere and climate show the delicate shift in the many ecosystems that exist, such as the salmon population. These ecosystems will play a roll in the cultures that depend on them.
Best Picture Award Categories Are:
"Most Diverse Photos Used"-- Berb's Blabber & Woven Ideas
"Best use of Wildlife Photos"--Daves Explore Alaska & Hansons Climate Page
"Best Movie Pictures Used in Blog"-- Closing Cultural Gap
"Best Blog Awards"--Life in Alaska(also best use of G.Bush in comic form)
"Most enjoyed for Adults XXX only"--Kobuk River Valley People--didn't view....kidding=)
"Best and Most visited Blogs" --Dave Explore Alaska & Bill Alaska Geoscience
"Most Controversial Blog"--BrendasExploreAlaska, a great read but hard on these old eyes...
Final Blog...with little to no sites or photos, since photo awards have been given...seems redundant...
How is everything connected: Native and Western sciences.
Explain:
Northern Natives have existed and thrived for centuries, living off the land, rivers and oceans. They have discovered through their own experiences, observations and experiments of climate, wildlife, rivers, oceans and landforms how it works and works with them. Their lives are intertwined with the climate, wildlife and landforms. The Indeginous People have accumulated and documented knowledge over time and passed it on to newer generations orally. This knowledge has helped them them thrive for centuries. Western scientists have developed theories also based on observations but use a more scientific process based on hypothesis and experimenting based on data collecting. Both systems show merit and great value and in many ways.
The findings over time, observations experiments are vastly similar. Both Native and Western science approach have demonstrated that change is happening in the world but the majority has been felt in the Northern Regions of the Earth. Global warming is a fact and is showing some the detrimental impact. This impact has greatly affected the Native cultures who inhabit these regions. An example, many Indeginous People rely on the salmon runs for food that are throughout Alaskas rivers and streams during the summer and fall. The salmon population is decreasing due to the warmer temperatures. Salmon must have a cool and consistent temperature in the streams, rivers and lakes to develop properly. Temperatures are warming and the salmon are decreasing and the affects are felt by the natives that rely on the salmon for food supplies. Many Natives have entered the field of science to better help their community and bridge a gap between their culture and Western science. Not only is a bridge gapped but also a tighter bond develops the two entities. Steve MacLean, an Inupiaq scientist works on the Bering Sea; La'ona DeWilde, Athabascan biologist; Dolly Garza, a Tlinget & Haida biologist; and Richard Glenn an Inupiaq geologist are just afew local Natives that have turned to the field science. These scientists are helping the changing areas and people in the communities they live. These people have broken barriers that others have built, as well as contributed to Western science and offered their rich cultural background to the mix. Here again the connection is gapped between the cultural holistic and spiritual understanding of nature of the world systems and the step-by-step process of hypothesising, collecting and recording data of the Earth's systems. The power is extreme when both worlds unite and hold the key to help solve and deal with the warming temperatures of the Earth and all that entails. The Earth is experiencing many changes statistics are proving. The change in the cryrosphere, glaciers, atmosphere and climate show the delicate shift in the many ecosystems that exist, such as the salmon population. These ecosystems will play a roll in the cultures that depend on them.
Sunday, March 28, 2010
Module IX...the final blog...
The connection between climate, terrestrial-ice and Alaskan cultures...WOW.... so much information to retrieve....so little time to absorb...and so many appealing frozen images to choose...
Frozen river
Glacier
Matanuska GlacierTerrestrial ice is ice on land such as, glaciers, permafrost, and frozen lakes and rivers. Terrestrial ice covers 10% of the Earth's surface and effects lives of people everywhere. Permafrost is a layer of soil that is frozen majority or all year long. Climate as described prior, is the weather over a period of time in a certain area. The Indigenous Peoples of Alaska lives are so interrelated and cling to facets of the climate and their surival. Their lives revolve around the climate and changing climate. Scientists have confered with Native groups on the changing climate to gather data and help gain a better u nderstanding of the long range changes.
It seems H2o is the strong connecting force here, of the 4 forces that establsih life on Earth. A demonstration I used to show my students was I would take a half gallon of water and say this demonstrates all the water on Earth. Then I would extract 3 tablespoons, and this shows how much fresh water on the Earth. Then takeout 1 teaspoon and say this is how much fresh water that is usable to us...I would follow this up with a demonstration of the water cycle. My objective would be to conserve and keep our fresh tiny drop of water clean and usable.
I now feel this valuable lesson may be used with many other objectives observed in this unit. I think I called it, "A drop in the bucket", may have to change the name.http://ga.water.usgs.gov/edu/watercycle.html
10% of our Earth is covered by frozen fresh water. We only have acess to a portion of that for life. Due to the climate warming up in the Arctic regions the dominoe effect is taking action. One example is the warmer temperature is causing a rise in the insect population and they are infesting trees in some Arctic regions; this is causing the trees to die; these ecosystems are at risk and also the increase of extreme forest fires may become risks in these areas. Also the change in climate in the Northern hemisphere is causing the permafrost to decline. Studies have shown that with the continue rate by the next 30 years may decrease as great as 30%. This drastic change in the Arctic melting of permafrost impacts both fresh water rivers, lakes and the run off into the Arctic ocean. Another dominoe reaction is the majority of erosion and sediment deposit may alter these delicate ecosystems in rivers, lakes and oceans. These Northern cultures depend on the oceans, rivers and lakes for survival with the abundant of life support these areas offer. Arctic research http://iasoa.org/iasoa/index.php?option=com_content&task=blogcategory&id=41&Itemid=149 has observed for the past 30-40 years these climate changes and the impact it is having to the Arctic regions. The thawing of permafrost is also enabling carbon dioxide that has been trapped for an extremely long time to be released into the atmosphere. When this is relaesed into the system it excelerates the overall of the Earth's global warming. This does not just effect the Indeginous People of Alaska and life as they know it but everyone on this planet. Below are some pictures, I hope, of local receding glaciers that may seem slow moving but have really moved rather quickly in the evolution of time.
Alaska's glaciers are receding at twice the rate previously thought, according to a new study published in the July 19, 2002 Science journal. These two images show Portage Glacier, near Anchorage, Alaska, in about 1950 and in July 2001. The ice has pulled back nearly out of sight.http://www.worldviewofglobalwarming.org/pages/glaciers.html
Portage Glacier 1950 (historic photo from the Lulu Fairbanks Collection, University of Alaska Library, used by permission.)
Portage Glacier 2002
Portage Glacier 1914
This exchange of blogging was assisted in the reading and reasearch contributed by TD: Mountain Ice, Earth System:Ice and Global Warming, If the Ice Melts and other sights listed in the text.
This last blog had some very informative sites that wi
ll useful in the future. Although I must move on to final that is taking my time and will invovle much of my students time. I am hoping to share with them some of the blogs and its teaching moments.
ll useful in the future. Although I must move on to final that is taking my time and will invovle much of my students time. I am hoping to share with them some of the blogs and its teaching moments. 
Saturday, March 20, 2010
Module VIII
Connection, connection, connections once again!!! Yes, climate, culture and now sea-ice are all connected. The cyroshpere is the Earth's surface that is frozen and 10% of the surface is ice. It serves as an integral part of the climate which contribute to the surface energy, precipitaion, atmosphere and ocean circulation around the Earth. Sea-ice which is different from icebergs and glacial ice because it is frozen ocean so it is salty sea-ice. Sea-ice data has indicated Arctic sea-ice has decreased 2.7% yearly compared to Antarctic ice-decreasing 1.3% yearly. This cooling of the Earth's surface, using the light wide-brimmed hat theory of comparing the areas of the ice caps of cooling areas and then the cooled air circulating to other areas of the Earth also the melting ice of the caps and circulating. www.iup.uni-bremen.de/seaice/amsr/
So connecting facts of Arctic ice melting, changing ice conditions and climate conditions these all contribute to shortage of sea mammals and plants and change in the Arctic environment. All these will affect cultures that depend on the Arctic environment for survival. Steve Maclean, an Inupiak Conservationist has been studying the changes and impact of the lose of sea-ice has had on the plants and animals. This will affect its people, he is trying to see what can be done as many scientists are.
Climate change and loss of sea-ice may also open the Arctic to new travel routes and open it up to extended oil/gas exploration. With an increase in these areas more and new threats to marine animal and plant life is sure to develop.sciencedaily.com
Thursday, March 18, 2010
Module VII
Looking at the important roles of carbon present in out bioshpere as it moves through the earths systems, it connects us all as it gives nutrition to all living things and helps to sustain life.
As I dip out of state for a family holiday, I observe a much more diverse cluture, at first glance. The city dwellers, massive amounts of street people holding on to survival, latinos in great droves, young people trying to fit in, gang members finding a place, I am amazed.
Thinking back to past blogs I am reminded of how much climate and clultures are so interrelated. Also how clutures parallel others in so many facites of life. But the bottom line is climate change is happening to all of us. The masses are the major contributers but the most affected is the mimimal populated, closed to the poles. We may all be so different but we all need to be responsible to the changes will catch up and be all our issues. We must all accept and work together to assist in preserving what we have. WE MUST LEARN TO COEXIST!
Carbon is one of the most vital elements to our existance. The carbon cycle is the exchance of carbon among the earths atmoshpere, water supply and earth as it is stored and exchanged. So the connection of geo/biological and cluture systems is apparent with the existance of all living plants and animal life.
Saturday, March 6, 2010
Module VI-Connection of Atmosphere, Earth and Cultures
http://www.theozonehole.com/Explain: The ocean is a vital key to our existance on this Earth. The atmosphere that provides a pillowed cushion of gases is also vital to our existance and survival. It provides us with the air we need to sustain plant and animal life. It also protects us from harmful rays from our sun and the troposhere also holds most our weather. Since climates reside in the inner most atmospheres and inturn, dictate many of the traditions that develop many cultures the connection is most apparent.
www.theozonehole.com
www.theozonehole.com
Extend/Evaluate: Climates are changing and that change is observable in the atmosphere as well as on land and in the oceans. TD:Climate change. Scientists have been studying the climate change for some time as well as Natives have also observed these changes. Dolly Garza, Tlinget/Haida scientist, has studied and recorded many changes in the Arctic egosystems. Pollutants and contaminents, PCB's gathered at the lower latitudes are transported quickly, within days, through the atmosphere to the Arctic and its animals. Many of the higher level food chain animals have been found with high levels of contaminents in their bodies.
TD:Contaminents in Arctic Food Chain
Once again "change" is upon us. We have contributed to the change in our atmosphere, most of it not so positive. So now we must make some changes in the treatment of this planet. Yes, it is true that the largest impact has come from the higher populations that are located at lower latitudes, but the highest impact has been seen at the lower populations at the higher latitudes, the Arctic regions. But commonly, as in all of us, we must work together to help this Earth we reside. Using solar, hydro and wind power instead of fossil fuels. Making use of our reuseable resources instead of using the nonreusable that are contaminating the planet.
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