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GLOBE for the AP Environmental Science Classroom
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by Judy Jerolaman
Gill St. Bernard's School
Gladstone, New Jersey
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| | I started teaching AP Environmental Science in the fall of 1998. At that time I was looking for ways to make the course an experiential learning-based class. I took a GLOBE workshop at West Chester University in Pennsylvania and decided, "What a great way to accomplish several objectives." It also helped that my school has two streams and lots of outdoor space to work with. But even if you don't have direct access to a local stream or waterway, the GLOBE program can be extremely beneficial to both your students and your curriculum. As described on its Web site, GLOBE is "a worldwide, hands-on, primary and secondary school-based education and science program." It involves students around the world making scientifically valid measurements in the local environment. Measurements pertaining to water quality and rainfall are just small examples of the kinds of data that can be collected. Doing science in the field excites the students. Discovery- and inquiry-based curriculum enables the students to become scientific thinkers.
Costs and Benefits of the GLOBE Program
To become a GLOBE school and a part of the GLOBE program, a lead teacher must attend one of the teacher training workshops, which are held throughout the United States throughout the year. Getting involved in the GLOBE program also requires a financial outlay for equipment. In my case, students are collecting hydrology data, including pH, dissolved oxygen, nitrates, alkalinity, conductivity, temperature, and turbidity, which required the purchase of LaMotte water test kits (dissolved oxygen, nitrates, and alkalinity), a pH meter, and a conductivity meter, for a total cost of $250. With this relatively small investment, a teacher can create limitless opportunities for student research. By taking scientific measurements in the fields of atmosphere, hydrology, soils, and others, the students become actively involved in doing science. They report their data to the GLOBE database via the Internet. The students then make maps and graphs of their data along with the data of other schools from around the world. They can compare their data to global or regional data. The students can also collaborate with scientists and other GLOBE students around the world. Forming a partnership with another school, either locally or globally, can be exciting and interesting. Teachers and students can initiate further research from the data sets and investigate in greater depth. The results of the students' research can subsequently be published on the GLOBE Web site.
Teachers receive GLOBE training at a professional development workshop that can vary in length of one day to five days. GLOBE does not charge a fee; however, the workshop site may charge a nominal fee. At the workshop, the teacher receives a Teacher's Guide notebook, videos, and other materials. Some of the materials are "make and take" and can be used in the field immediately. GLOBE provides continued support from a help desk, scientists, and partners. The opportunity to connect with other teachers, students, and scientists worldwide is unique. As an added benefit, this program provides the teacher with many lab protocols, activities, and support material.
In addition to formal protocols, or experiments, GLOBE offers a wide variety of learning activities that can be used to introduce or reinforce a concept. The hydrology protocols, which I use extensively, include both abiotic and biotic components. There are also protocols for atmosphere, soils, GPS, and Earth as a system. With the use of the "Maps and Graphs" sections, the possibilities for classroom lessons are endless! Teachers can easily develop a lesson comparing the amount of precipitation and flora found in a certain type of biome. The pH of rainwater in different parts of the United States could be compared using maps indicating where acid precipitation is prevalent. Climate data from various parts of the world can provide a valuable learning experience as the student detects global climate trends.
Using the GLOBE Database
So even if you don't become a GLOBE school, a multitude of resources is available at the GLOBE Web site. All of the teacher resources are available in PDF and can be downloaded, printed, and photocopied to be used with your class. The GLOBE Web site also has an extensive database that is free to all. Students can use the Internet and related technology to determine the relationship between data sets. I have my students construct several graphs from the various data sets and then write a graphic analysis of each. For example, using the graph below, I would ask the following questions: Is there a direct or indirect relationship between water temperature and dissolved oxygen? Do the field data support this accepted idea? What other parameters might influence the levels of dissolved oxygen? Suggest a hypothesis and design a controlled experiment to test your hypothesis.
Another way that I use the database is to compare nitrate concentrations to seasonal run off. My students investigate the possibility of nitrate contamination and its connection to run off by comparing seasonal nitrate concentrations. The students analyze the data and conclude whether there is any connection between nitrate concentrations and agriculture/farming in their particular area. This analysis of data naturally leads to a field study of a small, nearby farm. If you are not fortunate to have a nearby farm, then you can easily apply the databases to areas near golf courses or even housing developments that may be using large amounts of fertilizer.
The GLOBE program includes topics covered extensively in the AP ES curriculum. Most protocols and activities vary in level of difficulty and, therefore, can be modified to fit the needs of individual students. Being a GLOBE school is a fantastic opportunity for your students to do "real" science -- it affords them the opportunity to participate in science "outside the confines of their classroom" and empowers them, through their data contributions, to make a difference! But, if being a GLOBE school is not a possibility, then take a look at the resources available to teachers on the GLOBE Web site. You won't be disappointed.
Judy Jerolaman has been teaching science at the Gill St. Bernard's School for 20 years. She has been the science department chair for eight years and has developed curriculum for several courses (including a course in forensic science). Judy has served as an AP Environmental Science Reader for four years, including two years as a Table Leader.
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