1. GLOBE ENHANCED LESSON PLAN: AS THE LEAVES TURN
   2. BENCHMARKS AND FOUNDATION SKILLS:
   3. GRADE CLUSTER: 5-8
   4. GRADE CLUSTER: 9-12
   5. OBJECTIVES: GLOBE SKILLS:
   6. MATERIALS: TECHNOLOGY CONNECTION:
   7. GLOBE MATERIALS AND TOOLS:
      1. A variety of different leaves
      2. Chalk board or large paper for classification scheme outline
   8. WEB SITES
   9. GLOBE: WEB SITES
   10. BACKGROUND INFORMATION:
   11. LESSON PROCEDURES:
   12. GLOBE LESSON PROCEDURES:
   13. Part One:
   14. OVERVIEW OF THE PROJECT:
   15. GUIDELINES:
   16. REPRODUCIBLE MATERIALS:
   17. ASSESSMENT PROCEDURES:
   18. RESOURCES:
2. PIPELINES AND SUBR GLOBE PARTNERSHIP

CORRELATIONS BETWEEN THE

GLOBAL LEARNING AND OBSERVATIONS TO BENEFIT THE ENVIRONMENT

THE LOUISIANA SCIENCE CONTENT STANDARDS

By Diola Bagayoko , Ph.D., Director, PIPELINES, bagayoko@aol.com

and Mrs. Deborah Muhammad , Scholar, Timbuktu Academy

Southern University and A&M College-Baton Rouge (SUBR),

Edited by Mrs. Pennie Shaw-Fontenot , Science Teacher, Crestworth

Middle School, Mrs. Jill Calloway, Science Teacher, and Mrs.

Debbie Brown, Mathematics Teacher, Forest Heights Elementary,

Baton Rouge, Louisiana

The P rogram to I ncrease the P ursuit of E ducation and L earning IN

E ngineering and S cience (PIPELINES) is a partnership between

Southern University and A&M College ( SUBR) and Iowa State

University (ISU), funded by the National Aeronautics and Space

Administration (NASA); Award Nos. NAG5-8552 & NCC13-00010.

PIPELINES supports the GLOBE Partnership at Southern University and A & M College in Baton Rouge

(SUBR). The SUBR Partnership is coordinated by Dr. Robert L. Ford, Professor of Chemistry

Publisher: The Timbuktu Academy at Southern University and A&M College in Baton Rouge (SUBR), Baton Rouge, Louisiana.

SUBR is an autonomous unit of the Southern University System. Printed in the United States of America. March 2001.

ISBN Number: 0-9704609-8-8

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

CONTENTS

1. STATEMENT FROM PIPELINES DIRECTOR: DIOLA BAGAYOKO, PhD……………………………… ………………………………… …………..….. 3 2. WHAT IS GLOBE?……………… ………………………………… ………………………………… ………………………………… …………………….……. 4 3. LOUISIANA SCIENCE CONTENT STRANDS AND STANDARDS.…………………………… ………………………………… …………………………...8 4. GLOBE ENHANCEMENT OF A LESSON PLAN: HOW DO THEY COMPARE?………………….………… ………………………………… …………..9 5. GLOBE CORRELATIONS TO LOUISIANAIS SCIENCE CONTENT STANDARDS……….…………………… …………………………...…… …….. 17 I. SCIENCE AS INQUIRY……………………………… ………………………………… ………………………………… …………………..18 II. PHYSICAL SCIENCE… ;………………………………… ………………………………… ………………………………… ……………….24 III. LIFE SCIENCE… ………………………………… ………………………………… ………………………………… ……………………….29 IV. EARTH AND SPACE SCIENCE……………………………… ………………………………… ………………………………… …………33 V. SCIENCE AND THE ENVIRONMENT…………………………… ………………………………… ………………………………… …….39 6. PIPELINES AND THE SUBR GLOBE PARTNERSHIP … ………………………………… ………………………………… ……………………………..40

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

STATEMENT FROM THE DIRECTOR OF PIPELINES SOUTHERN UNIVERSITY AND A&M COLLEGE IN BATON ROUGE (SUBR), LOUISIANA

THE PURPOSE OF THIS PUBLICATION

*This first edition of “ Correlations between GLOBE and the Louisiana Science Content Standards ” is intended to assist teachers and to illustrate our assertion that “GLOBE provides a hands-on, mind-on , coherent, flexible (i.e., modular) tool for the actual implementation of the prevailing science and mathematics education reform blueprints.” * The corroboration of the above assertion is partly apparent through the correlations established herein. On pages six (6) through thirteen ( 13), we present a GLOBE enhanced lesson plan. This enhancement consisted of weaving appropriate GLOBE protocols and learning activities throughout an existing plan. This example is intended to be an invitation for our colleague teachers to do likewise, in their commendable efforts in reformed-teaching. GLOBE's learning activities, extensive utilization of technology (including the web) buttress this assertion. * This illustrative edition does not attempt to establish correlations in an exhaustive fashion. Consequently, we only provided, for a given subject content or skill in Louisiana Science Content Standards, selected, pertinent GLOBE protocols or learning activities. * The reader is encouraged to consult the Proceedings of the July 2000 International GLOBE conference in Annapolis, Maryland, USA. A paper by R. Ford and D. Bagayoko, in these Proceedings, discusses the meta-correlations between GLOBE and standard-based educational reform blueprints. These meta-correlations demonstrate the congruency between GLOBE and the guiding principles and fundamental concepts or precepts of several major U.S. educational reform blueprints, including Scope, Sequence, and Coordination (SS&C), Project 2061 and the Benchmarks for Science Literacy, and the National Science Education Standards (NSES). The referenced paper is also available at our website ( .phys.subr.edu/pipelines). * Cited page numbers, in the sections on the correlations, are those in the GLOBE Teacher Manual. For example, if a GLOBE protocol such as Water Transparency is referenced under the Hydrology component, the noted page numbers indicate the location of the said lessons, in the GLOBE Teacher manual , in the section on Hydrology. * “A Rosetta Stone for Competitive Education ,” a gift of SUBR to education in all nations and cultures, is also available at PIPELINES’ website. It is relevant not only to classroom activities, but also to professional development (including GLOBE training) and the needed student mentoring and support on the home front! A one-hour video taped version, "the Genesis of Genius," may be obtained from the Timbuktu Academy or the Office of the Louis Stokes Louisiana Alliance for Minority Participation (LS-LAMP) at 225-771-2777.

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

WHAT IS GLOBE?

The following information is from the GLOBE website at http://www.globe.gov , Teacher’s Guide (The GLOBE Program Overview). Global Learning and Observations to Benefit the Environment (GLOBE ) is a hands-on, international, environmental science, energy and education program. GLOBE links students, teachers, and the scientific research community in an effort to learn more about our environment through student data collection and observations. The goals of GLOBE are: to enhance the environmental awareness of individuals throughout the world; to contribute to the scientific understanding of the Earth; and to help all students reach higher levels of achievement in science and mathematics. Students from the ages of approximately five through eighteen years old, in schools throughout the world, conduct a continuing program of scientifically meaningful environmental measurements. GLOBE students transmit their data to a central data processing facility via the Internet, receive vivid images composed of their data and data from other GLOBE schools around the world, acquire information from a variety of sources, and collaborate with scientists and other GLOBE students and communities worldwide in using these data for education and research. The measurements taken by the GLOBE students serve two important purposes. First, participating scientists use these data in their research programs to improve our understanding of the global environment. Second, students not only learn how to carry out a scientifically rigorous program of Earth observations, but also learn to use their own measurements, together with data from other GLOBE schools, as a key part of their study of environmental science. Through contact with and mentoring by scientists, the students receive feedback about the value of their data sets in world-class scientific research. GLOBE provides extensive educational materials to enrich the learning experience of participating students. These materials include a wide variety of classroom and field activities to help students place their measurements in a broader context and relate their own local observations to global environmental issues. Using state-of-the-art technology, GLOBE creates a forum for students to communicate with their peers around the world, thus fostering alliances among students and increasing not only their environmental understanding but also their understanding of other cultures and their sense of global community. META-CORRELATIONS BETWEEN GLOBE AND SCIENCE AND MATHEMATICS EDUCATIONAL REFORMS (IN THE UNITED STATES OF AMERICA (USA) AND ELSEWHERE) GLOBE is an ideal hands-on, mind-on, modular, reform-imbued, technology-integrated, interdisciplinary, and relevant instrument for the implementation of proven and effective educational reforms in science, mathematics, and other fields. By D. Bagayoko, Ph.D. and R. L. Ford, Ph.D. As you know, GLOBE is a hands-on, mind-on educational program that engages students in the process of “doing science” through the execution of GLOBE protocols and of “thinking science” through the accompanying learning activities. Additionally, the data resulting from the execution of the protocols (the conduct of scientific measurements, experiements) are genuine, scientific data whose analysis can lead to new knowledge about local atmosphere, seasons, temperature, hydrology, land cover and biology, soil, etc. We need not add that these data are pertinent to the environment. In particular, data from the hundreds of GLOBE schools in over to ninety five (95) countries afford a global perspective far beyond local environments. A perusal of the GLOBE Teacher’s Guide, web site, protocols, and learning activities reveals the following summary characteristics of GLOBE in relation to educational reforms. It is an essentially scientific program that values the process of science as much as the its content, i.e., actual facts. The strict adherence to protocols, as done in science everywhere, is part of the validation of the GLOBE data. Instrument calibration and the thorough attention to safety issues, when applicable, further add to the unique value of GLOBE. Due to its implementation of a scientific method, from observations, experimental design and procedures, and data acquisition to data recording and analysis and the publication of results, including web-based publishing, GLOBE seamlessly integrates research and education! In a quintessential fashion, the implementation of GLOBE means an inquiry-based learning and extensive practice in problem solving . The execution of some GLOBE protocols and of a few of the GLOBE learning activities will corroborate this assertion. It is quintessentially interdisciplinary (as was partly intended by “Coordination” in SS&C). Physics, chemistry, biology, geography, English (as through various writing assignments on the several sites and for the practice of e-mail communication) are among the classic subject disciplines apparent throughout GLOBE materials. GLOBE protocols and learning activities lend themselves to a thematic approach to teaching and learning (as spelled out in part by the Benchmarks for Science and reiterated by the NSES). The notion of Earth System Science that pervades GLOBE further illustrates the relatedness of things and the oneness of physical reality—despite the multiplicity of disciplines. Extensive and related GLOBE materials (protocols, learning activities, kits, etc.) easily lend themselves to the implementation of a focused and coherent science and mathematics curriculum (as vigorously and rightfully recommended by several TIMSS reports) from elementary to high school grade levels. The design of the protocols and learning activities is grade-level sensitive. N amely, the Teacher’s Guide spells out the appropriate grade levels for every protocol and learning activity [as partly meant by “Sequence” in Scope, Sequence, and Coordination (SS&C) of the National Science Teachers Association (NSTA)]. The protocols and the learning activities “smoothly impose” some collaborative or group learning and research without pains! The Benchmarks for Science Literacy of AAAS explicitly recommended this “social dimension” of doing science. (After all, science, particularly in this third millennium, is not done by isolated individuals who read no publications by others, participate in no joint projects, and attend no presentations or conferences.) The actual process of doing science or of conducting research entails pervasive, interpersonal communication in its many forms. Throughout its “doing and thinking science,” GLOBE totally integrates technology, the tools of science, from very ordinary pieces of equipment (thermometers, clinometers, etc.) to state-of-the-art global positioning systems, computers, the Internet, and sophisticated analysis software products. This integration of relevant and contemporary technologies is recommended by the prevailing reforms, including the National Science Education Standards and “Shaping the Future.” The latter one is the reform blueprint for undergraduate education recently published by an advisory committee of the National Science Foundation (NSF). If GLOBE were a person, its middle name could have been “Relevancy,” the same relevancy that has been urged by the Teaching Standards of the National Council of Teachers of Mathematics (NCTM), in 1989, and by all the other reform blueprints that followed it. Every student (a teacher or a professor for that matter) relates to daily temperature changes, clouds, hydrology (including rains that are part of the water cycle), soil, etc. (The trivial observation that plants or grass are not growing on asphalt or concrete can lead to the utter relevancy of the environment in general and of ecosystems in particular.) The superior relevancy of the subject contents and skills addressed by GLOBE is one of the reasons that it is an ideal tool for grabbing and enhancing the interest of students in science and mathematics and for promoting general learning. Finally, some SUBR colleagues and I recently discovered a “Rosetta Stone for Competitive Education,” one that applies in every culture and to every individual. This finding makes it abundantly clear that the thinking skills (i.e., rational powers) that are engaged by the teaching and learning processes are the ones students develop! The situation is similar to the development of athletic or artistic prowess, irrespective of “innate” abilities. The power law of human performance or of practice is a center-piece of the noted “Rosetta Stone.” Applications of the power law of performance (the most stable of the laws known to us in cognitive science), demonstrate that the above substantive engagement is needed whether one subscribes to behaviorist (i.e., centered on the habit system) or cognitivist (centered on the memory system) models of learning. (Incidentally, Petri and Mishkin unified behaviorism and cognitivism in 1994 by showing their relatedness and complementary nature Further, a thorough understanding of the implacable nature of the power law of performance or of practice ( http://www.phys.subr.edu/timbuktu.htm ) strongly argues for the implementation of GLOBE as a “competitive edge” for a science and mathematics education reform program! Continuity, when individual teachers come to and leave a school, is one of the reasons the SUBR Partnership prefers GLOBE to some other approaches to hands-on and mind-on science. The above ten (10) points literally reproduce essentials in most of the educational reform blueprints noted above. The Educational Policies Commission of the National Education Association (NEA) stated in 1961 that the central purpose of education is the development of the ability to think. Technical considerations of behavioral and cognitive domains point to the ideal coupling of “hands-on” activities of GLOBE and of the accompanying “mind-on” learning activities. The learning activities are mainly Socratic dialogs that explore every step of the scientific process pursuant to the execution (or simulated design) of a protocol. The utter importance of this feature of GLOBE can be summarized by the tautology that “no talking will do the doing.” This refrain is best understood by noting that irrespective of the number of lectures one has had about learning to ride a bicycle, most people will not seek a bicycle ride with someone who never “practiced riding” a bicycle! The following annotations of the guiding principles of the National Science Education Standards (NSES) clearly portend much congruency between GLOBE and NSES. The four principles of the NSES are listed (in italics) and annotated below, from (a) to (d).          Science is for all students. By engaging all students in “doing and thinking science,” GLOBE fulfills this wish. The Rosetta Stone referenced above actually places the belief expressed in this principle on a rigorous scientific footing. In particular, the day-long orientation of the participant teachers for the SUBR GLOBE Partnership extensively discussed this issue to arrive at the conclusion that, in light of the power law of practice (Education, Vol. 115 , No. 1, pages 31-39, 1994), “high expectations are the law.” Not to expect highly from and not to challenge some students basically amounts to inflicting self-fulfilling prophecies of under-achievements upon these students! Learning science is an active process. The “hands-on” and “mind-on” approaches of GLOBE ideally adhere to this principle that is reflected throughout the Teaching Standards, Professional Development, and Assessment Standards of NSES. This principle, it should be repeated, is literally a requirement for the development of students’ ability to think (cognitive domain) and to “do” (behavioral domain) science. For more details on this issue and the “ coaching” of problem solving proficiency, please consult College Teaching, Winter 2000, Vol. 48, No. 1, pages 24- 27. School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science. GLOBE is perhaps the only program of its kind that comprehensively and rigorously adheres to this principle. The pervasive integration of contemporary technologies into GLOBE and the seamless integration of research and education by GLOBE, as enumerated farther above, suffice to corroborate this assertion. The planet-wide community of learners, accessible to GLOBE participants, partly through the interactive web site, adds a unique dimension to the way in which participation in GLOBE can immensely help students and teachers. Improving science education is part of the systemic education reform. As previously noted, GLOBE Partnerships are required to provide extensive support to GLOBE participant teachers and schools. This feature of GLOBE is an essential factor for sustained, systemic reform. It directly addresses the general lack of support for US science and mathematic teachers as compared to their counterparts in other countries that participated in the Third International Science and Mathematics Study (TIMSS). The international community of learners, supported by the extensive web site of GLOBE ( http://www.globe.gov). Further the team of teachers approach to the implementation of GLOBE in a given school and the enlisting of the support of school administrators and staff constitute a feature of GLOBE that brings home the noted support system. The basically perfect match between these principles of NSES and the approach of GLOBE portends a similar, congruent mapping between the National Standards the GLOBE experiments (following protocols) and learning activities. While the above points dealt with GLOBE and the prevailing educational reforms in America, it should be noted that they also pertain to NASA Implementation Plan for Education (1999-2003) [ http://education.nasa.gov/programs.html ]. In particular, the operating principles of Customer Focus, Collaboration, Diversity, and Evaluation pervade the implementation of GLOBE in many respects. Interested readers are urged to consult the results of past, independent evaluations of GLOBE as tool that leads to substantive improvements education, quantitatively and qualitatively. The GLOBE Partnership at Southern University and A&M College, a leading Historically Black College and University (HBCU), has already made its mark in terms of expanding the diversity of US teachers and students participating in GLOBE. The Partnership is working with other HBCUs to make bigger and lasting contributions in this area and in the support of standard-based education. Items 1 through 10 and (a) through (d) above, and the content of the following pages of this manual, it is hoped, will assist in these endeavors.

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

CONTENT STANDARDS FOR SCIENCE EDUCATION

The following information is from the Louisiana Department of Education web site at http://www.doe.state.la.us. Click on LA Content Standards for Science. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. Focus: The process of scientific inquiry involves “ asking a question, planning and conducting an investigation, using appropriate tools, mathematics, and techniques, thinking critically and logically about the relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments” (NSE Standards, pp. v-4). Students develop these skills, as they are encouraged to think scientifically rather than simply memorize and/or study science facts. The integrated law of performance (Education, vol. 115, No. 1, pp. 31-39, 1994) Literally dictates inquiry approaches in teaching, if the development and enhancement of students’ ability to think scientifically, critically, and creatively is an expected outcome. Physical Science: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world. Focus: Exploring the characteristics, forces, and changes in objects and materials encourages students to develop an understanding of the world in which they live and to establish a basis for a lifelong study of their world. As students increase their understanding and abilities, they will be able to use more sophisticated qualitative and quantitative methods to construct and analyze information. This study will enable them to make informed decisions based on a better understanding of how things work in the physical world. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. Focus: As investigations of the living environment are conducted, the rationales are set to establish further observations, measurements, and classifications of the various life forms. Patterns of similarities and differences within the diversity of life establish the basis for understanding the special relationships among living things in ecosystems. Earth and Space: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth’s history, and the Earth’s place in the universe. Focus: In order to develop a basic understanding of our world, it is essential for students to reflect upon the structure, order, and origin of the universe. This understanding occurs gradually over time as students observe, investigate, model, describe, and find patterns in a changing world. As humans modify their surroundings, they must reflect upon the consequences that these changes will bring. Scientific knowledge about environmental forces and resources will provide a rich topic for critical thinking by students to analyze the effects of their choices on the world.

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

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GLOBE ENHANCED LESSON PLAN: AS THE LEAVES TURN

The following enhanced lesson plan is a modification of a previous one by Pam Nicholson, SJ Welsh Middle School, Calcasieu Parish School District. The original lesson plan was selected at the web site of the Louisiana Department of Education. The enhancement consists of weaving selected GLOBE activities and skills throughout the original lesson plan. ( GLOBE enhancement is indicated by italics text.) This GLOBE enhancement is a Land Cover / Biology learning activity, “ Leaf Classification,” found on page 2 of the before mentioned GLOBE component. The GLOBE web site is http://www.globe.gov.

PRIMARY SUBJECT AREA: Science                                                                                           GLOBE LEARNING ACTIVITY: Leaf Classification (pg 2) (Earth Science)

GRADE LEVEL : 7 – 12                                                                                                            GLOBE LEVEL: All

OVERVIEW:

This is an online and hands-on lesson in which the students will identify trees based on leaf structure, explain seed dispersal, and give reasons for leaves changing color.

GLOBE OVERVIEW: Students will gather an assortment of leaves from the school. As a group, they will develop their own classification system form sorting leaves, and will learn that there are different ways to classify the same group of objects. This activity introduces the complexity of a “simple” task for which there are no truly correct answers.

APPROXIMATE DURATION : Four class periods                                                                        GLOBE TIME: One class period.

LOUISIANA FRAMEWORK:

CONTENT STANDARDS:

SCIENCE AS INQUIRY: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

LIFE SCIENCE: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

LS - M - A4: Describing the basic processes of photosynthesis and respiration and their importance to life; (1, 4, 5)

LS - M - C1: Constructing and using classification systems based on the structure of organisms; (1, 2, 3, 4)

LS - M - C4: Explaining the interaction and interdependence of nonliving and living components within ecosystems. (1, 2, 3, 4, 5)

LS - M - D2: Explaining how some members of a species survive under changed environmental conditions. (1, 2, 3, 4, 5)

SI - M - A5: Developing models and predictions using the relationships between data and explanations; (1, 2, 3, 4)

SI - M - A6: Comparing alternative explanations and predictions; (1, 3, 4)

TECHNOLOGY STRATEGIES:

C Demonstrate the operations of a computer (e.g., touch-keyboarding skills, save, organize and back-up files) and other peripheral devices (scanner, digital and video cameras, VCR, laser disc player) at an intermediate level. (6)

E Use information, media, and technology in a responsible manner which includes following the school’s acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication. (4,5)

H Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences. (1,3,4)

I Demonstrate intermediate e-mail skills (e.g., sending attachments, organizing an address book, forwarding messages). (1,4)

J Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keywords, phrases, and Boolean Operators). (1,4)

H Collaborate (e.g., desktop conferencing, e-mail, on-line discussions) with peers, experts, and others to compile, synthesize, produce and disseminate information, models, and other creative works. (1,2,3,5)

J Use appropriate technology to locate, retrieve, organize, analyze, evaluate, and communicate information for problem solving and decision-making. (1,2,4)                  

INTERDISCIPLINARY CONNECTIONS : English/Language Arts

STANDARD ONE: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.

STANDARD FIVE: Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.

The students will:                                                                                                             The students will:

1. Use a dichotomous key to identify various trees based on the leaf structure.                                              1. Create a classification scheme.

2. Explain how seed dispersal occurs.                                                                                           2. Use the scheme to organize objects

3. Explain the reasons for leaves changing color.                                                                                          - Beginning: Sorting and grouping objects

                                                                                                                                                        - Intermediate: Using labels and rules classifying objects

4. Communicate findings in a letter.                                                                                                            - Advanced: Using detailed labels and rules in classifying objects

Leaves, poster board, markers, program,         clear tape,                                                                         Software, computer with Internet access, paint word processor

tree identification guides (online or hard copy)                                                                                 e-mail software

Science Made Simple                                                                                 Why Leaves Change Color

http://www.waterw.com/~science/leaves.html                                              http://www.esf.edu/pubprog/brochure/leaves/leaves.htm

Tallow                                                                                           Tallow Trees on University, 13^th to be removed

http://www.worldbook.com/fun/seasons/html/quizleaf.html                                     http://sunone.com/news/articles/05-03e.html

Chinese Tallow Tree Control                                                                        Leaf Identification Quiz

tml                                     http://www.tpwd.state.tx.us/hunt/research/c-tallow.htm

A Guide to Deciduous Tree Knowledge

http://www.ext.nodak.edu/extpubs/plantsci/trees/f436-1.htm

GLOBE Web Site                                                                                          Timbuktu Academy Southern University, Baton Rouge                                    

http://www.globe.gov                                                                                  http://www.phys.subr.edu/timbuktu.htm

NASA Ames Research Center                                                                        NASA Goddard Space Flight Center

http://www.arc.nasa.gov/edu.html                                                                         http://www.gsfc.nasa.gov/

University of Arizona                                                                                          University of New Hampshire

Research at the Department of Hydrology and Water Resources                                     Earth Science Information Partner (ESIP)

r.arizona.edu/research.html                                                                NASA Earth Observing System/ Interdisciplinary Science Investigation

NOAA Forecast System Laboratory                                                                        NASA Stennis Space Center

US Department of Commerce                                                                                  http://www.ssc.nasa.gov/

National Oceanic and Atmospheric Administration                                                      

http://www.noaa.gov/ NASA: http://www.nasa.gov/

Students need to have an awareness about the types of trees and types of trees within their region of the state.

1.          Introductory Activity: Ask students if they know what a “deciduous tree” is. Elicit responses from students and help them formulate a definition.

2.          Pose the question: “Why do Leaves Change Colors in the Fall?” Allow for responses.

Then pose the question, “Do we see trees that have leaves that change color here in ____________? (Insert the name of your city) Do you know the names of these trees?

3.          Provide an overview of the four projects that the students will be completing.

1. Gather a collection of leaves (and bunches of needles) to be sorted into groups - get as many, and as many varieties as possible. Even try to get brown (old) and green (fresh) leaves. Try to make sure there are several conifer and deciduous varieties as well as plant or shrub leaves. If you live in a grassland area, you could use grasses or other herbaceous ground cover.
2. Gather the class in a circle. In the center, on the floor or on a table, spread out all of the leaves.
3. Instruct the students that they have to sort (classify) all of the leaves into groups of similar types. Using a chalkboard to list suggestions, have the students suggest different characteristics that could be used for sorting the leaves. Discuss the difference between labels and rules. Discuss which characteristics are most important - or just have the students vote to decide the order of importance. They should realize that there is not necessarily one correct way. Classification systems are somewhat arbitrary, governed only by what we think makes sense. At the end of this step, you should have several characteristics, in hierarchical order of importance and generality, to be used for sorting the leaves.

Variation: Divide the class into groups and have each perform this step working independently. Then compare the classification systems and discuss the results.

4. Explain to the students that this hierarchical group of characteristics is a classification system. Scientists use classification systems to classify just about everything they encounter in the natural world: animals; trees; clouds; soils; and groups of vegetation associations, e.g., forest, desert, and meadow. Refer to the Accuracy Assessment pre-protocol learning activities for examples of bird and cloud classification.
5. Have the students sort the leaves using the chosen labels and decision rules. As the students sort the leaves, they may find that the classification system has to be modified or refined. This happens frequently in scientific projects. If there is time, students can use several different classification systems for sorting the leaves.

INTERNET SEARCH : “Why Leaves Change Colors in the Fall and What is the Chinese Tallow

Tree Doing in Lake Charles?” (See hand-out in the reproducible materials)

DIRECTIONS:

You and your partner will have fifteen minutes to answer the questions that appear on your student sheet. You will use the web page, “As The Leaves Turn.” This page will guide you to the other web pages that will have the information that you need. (You will use this information not only to answer questions, but also to write a letter to a person in another state explaining your findings).

Part Two: A Leaf of Many Colors

Draw a leaf in a Paint Program. Be sure that you tell the type of leaf that you have drawn. Pay close attention to blended colors that change from green to yellow, gold, and red. Which colors of the leaf are in transition? How could an artist create that effect? Use paintbrush and fill tools to create the leaf shape. Experiment with paint and gradient tools to blend colors as they appear in the colored leaves. Your leaves will be exhibited in the on-line gallery.

Part Three : The Leaves are Falling

This is a good time of the year for you to observe and study the deciduous trees in our area. In order for you to become more involved in your environment, you are being assigned this project. It involves collecting a total of 10 leaves from two different species of deciduous trees. One of the trees used must be a Chinese Tallow tree.

This project will be due: __________.

1. The project will be mounted on a white sheet of poster board.

2. Use a marker to write a title that is related to deciduous trees.

3. Collect 5 leaves of various colors from a tallow tree. Put them in a book overnight to flatten them. Place them on the poster board using clear tape.

Completely cover the leaf with tape to keep it flat. Put the 5 leaves in order from the most green to the least.

4. Label these leaves: “Autumn Stages of the Tallow Tree”

5. Collect 5 leaves of various colors from a tree other than a tallow tree. It must be a deciduous tree. Put them in a book overnight to flatten them. Place them on

the poster board using clear tape. Completely cover the leaf with the tape to keep it flat.

6. Label these leaves: “Autumn Stages of the ___________”

7. If you do not know the name of the tree you selected, bring a leaf to school and you can use the field guide to identify it or you can try an online field guide.

8. Write your name on the back of the poster board at the bottom right hand corner.

PART FOUR: Autumn in my Town.

You will take your information from Part One, and Part Three and place in the form of a letter or e-mail to a school that is located in another part of the country.

In your email, be sure to explain the following things:

a. why leaves change colors in the fall,

b. the kinds of trees that are in your area,

c. tell if the leaves change colors and fall off the trees,

d. the colors that you see as they change

e. favorite activities that you do in autumn, and

f. things that you like and don’t like about autumn.

Part One - student handout (MS Word, PDF)

Part Three - Guidelines (MS Word, PDF)

Lesson Rubrics: Parts 1-4 (MS Word, PDF)

1. Rubric for Part One: Why Leaves Change Colors in the Fall and What is the

Tallow Tree Doing in Lake Charles.

2. Rubric for Part Two: Drawing a Leaf in a Paint Program.

3. Rubric for Part Three: Leaf Collection.

4. Rubric for Part Four: Letter.

GLOBE STUDENT ASSESSMENT (Land Cover / Biology- Leaf Classification pg 2)

Assuming that students have participated in an activity “debriefing” using the discussion questions above, they should be able to accomplish the following:

1. Describe the design of their classification system, including the basis for the labels they use to establish different classes of leaves.
2. List rules or decision criteria they use for assigning each leaf to its class.
3. Describe how they structured the hierarchical system.
4. Have they classified all of the leaves they collected using their system.

Each level of learners (beginning, intermediate, advanced) is likely to explain their approach using increasingly complex or detailed information and criteria.

The ultimate measure of students’ understanding of how classification systems are constructed and used will be the ease with which students are able to use the Modified UNESCO Classification System (MUC).

To determine it students have grasped the concepts of developing a classification system; have them review by answering the following questions:

1. What is a classification system?
2. What labels did you use to identify different classes of leaves?
3. What rules (criteria) did you use to assign each leaf to its class?
4. What are the levels of your classification system?
5. Are all of your leaves identified by assigning them to a class using the multiple layers of your system?

EXPORATIONS AND EXTENTIONS: Additional Activities: Hands on experiment: "The Chromatography of a Leaf"

Goal: To help students understand that green leaves contain the pigments of yellow, orange, and brown.

ADDITIONAL ACTIVITIES: Hands on experiment: “The Chromatography of a Leaf”

GOAL: To help students understand that green leaves contain the pigments of yellow, orange, and brown.

Adapted from: “Simple Biology Experiments”

Science Made Simple. [Online]                                                                                  Sutherlin, Jim and Terry Turney and Ron K. Jones. Available http://www.waterw.com/~science/leaves.html (1997)                                                                Chinese Tallow Tree Control [Online]

Description: information and activities about leaves changing color                                              Description: control and management of Chinese Tallow tree along upper Texas Gulf coast

Palm, Jr., Carl E. Why Leaves Change Color. [Online] Available                                              World Book. Leaf Identification Quiz. [Online] Available

http://www.esf.edu/pubprog/brochure/leaves/leaves.htm (1993)                                             [Online] http://www.worldbook.com/fun/seasons/html/quizleaf.html, 1999

                                                                                                                     Description: use written information and picture to identify leaf types

Description: effect of Chinese Tallow tree                                                                                          

Online] Available http://sunone.com/news/articles/05-03e.html, May 3, 1997                           

Description: removal of Chinese tallow trees from University of Florida campus                           

Ritchie, Bruce. Tallow Trees on University, 13^th to be removed

Chinese Tallow Tree Control [Online]

Available http://www.tpwd.state.tx.us/hunt/research/c-tallow.htm, Feb. 24, 1997.

Contact Information : Pam Nicholson SJ Welsh Middle School Calcasieu Parish School District; entered into database by Candy Murphy

The preceding lesson plan can be accessed through the "Louisiana Department of Education" web page, click on "Making the Connection." The site provides lesson plans, web site resources, and software products that have been linked to the Louisiana Content Standards and the LEAP 21 Assessment Items. This web-based resource may be utilized by teachers, administrators, parents, and students . By typing the expression between quotations marks, most search engines lead to the web site of the "Louisiana Department of Education" very easily.

SCIENCE AS INQUIRY

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

CORRELATIONS OF “SCIENCE AS INQUIRY” CONTENT STANDARDS AND THE GLOBE PROGRAM

LOUISIANA CONTENT STANDARDS	GLOBE PROGRAM	GLOBE PROGRAM
A. Understanding Scientific Inquiry Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
SI-E-A1 Asking appropriate questions about organisms and events in the environment. (1,3)		HYDROLOGY: 1. Water Walk (pg 2) SOIL: 1. Just Passing Through (Beginner Version) (pg 2), 2. Just Passing Through (pg 8)
SI-E-A2 Planning and/or designing and conducting a scientific investigation. (2,3)	HYDROLOGY: 1. Water Transparency (pg 7), 2. Salinity (pg 26) , 3. Optional Salinity Titration (pg 32), 4. Nitrate (pg 36)	ATMOSPHERE: 1. Studying The Instrument Shelter (pg 9) 2. Building a Thermometer (pg 13) 3. Land, Water, Air (pg 22) HYDROLOGY: 1. Water Detectives (pg 8), 3. The pH Game (pg 12) SOIL: 1. From Mud Pies to Bricks (pg 14) , 2, Soil The: Great Decomposer (pg 27)
SI-E-A3 Communicating that observations are made with one’s senses. (1,3)		ATMOSPHERE: 1. Estimating Cloud Cover: A Simulation (pg 6) 2. Studying The Instrument Shelter (pg 9), HYDROLOGY: 1. Water Walk (pg 2)
SI-E-A4 Employing equipment and tools to gather data and extend the sensory observations. (3)	ATMOSPHERE: 1. Rainfall, (pg 6) 2. Precipitation pH (pg11), 3. Maximum, Minimum, and Current Temperature (pg14) HYDROLOGY: 1. Water Transparency (pg 7), 2. Water Temperature (pg 14), 3. Dissolved Oxygen (DO) (pg 14), 4. pH (pg 18), 5. Electrical Conductivity (pg 23), 6. Salinity (pg 26), 7. Optional Salinity Titration (pg 32), 6. Alkalinity (pg34) LAND COVER/ BIOLOGY: 1. Qualitative Land Cover Sample Site (pg 12), 2. Quantitative Land Cover Sample Site (pg 17), 3. Biometry (pg 20), 4. MUC System (pg 31), 5. Unsupervised Clustering Land Cover (pg46), SOIL: 1. Soil Characterization Field Measurement (pg 4) , 2. Soil Characterization Lab Analysis (pg 15), 3. Gravimeteric Soil Moisture (pg 25), 4. Optional Gypsum Block Soil Moisture (pg 29),	HYDROLOGY: 1. Practicing the Protocol (pg 15)
SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments. (1,2,3)	See data, and related analysis, from the execution of most GLOBE protocols.	ATMOSPHERE: 1. Observing, Describing and Identifying Clouds (pg 2) , 2. Estimating Cloud Cover: A Simulation (pg 6) 3. Studying The Instrument Shelter (pg 9) , 4. Building a Thermometer (pg 13), 5. Land, Water, Air (pg 22) HYDROLOGY: 1. Water Walk (pg 2), 2. Water, Water Everywhere! How Does It Compare? (pg 25) LAND COVER/ BIOLOGY: 1. Leaf Classification (pg 2), 2. How Accurate Is It? Introducing the Accuracy Matrix (pg 5) 3. What’s the Difference? (pg 23) SOIL: 1. Making Sense of the Particle Size Distribution Measurements, (pg 30)
SI-E-A6 Communicating observations and experiments in oral and written formats. (1,3)	A part of the execution of all GLOBE protocol; see web-based community of learners.	ATMOSPHERE: 1. Estimating Cloud Cover: A Simulation (pg 6) 2. Studying The Instrument Shelter (pg 9) HYDROLOGY: 1.Water Walk (pg 2)
SI-E-A7 Utilizing safety procedures during experiments. (3,5)	HYDROLOGY: 1. Water Temperature (pg11) All GLOBE protocols address, explicitly, pertinent safety measures	Adherence to safety measures is a learning activity.

B. Understanding Scientific Inquiry Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
SI-E-B3 Choosing appropriate equipment and tools to conduct an experiment. (2,3,5)	ATMOSPHERE: 1. Rainfall (pg 6), 2. Precipitation pH (pg11), 3. Maximum, Minimum and Current Temperature (pg 11) HYDROLOGY: 1. Water Transparency (pg 7), 2. Water Temperature (pg 14), 3.Dissolved Oxygen (DO) (pg 14), 4. pH (pg 18), 5. Electrical Conductivity (pg 23), 6. Salinity (pg 26) 7. Optional Salinity Titration (pg 32), 6. Alkalinity (pg 34) LAND COVER/ BIOLOGY: 1. Qualitative Land Cover Sample Site (pg12), 2. Quantitative Land Cover Sample Site (pg 17), 3. Biometry (pg 20), 4. MUC System (pg 31), 5. Unsupervised Clustering Land Cover (pg 46), SOIL: 1. Soil Characterization Field Measurement (pg 4) , 2. Soil Characterization Lab Analysis (pg 15) , 3. Gravimeteric Soil Moisture (pg 25) 4. Optional Gypsum Block Soil Moisture (pg 29)	Every teacher can construct a variety of GLOBE-enabled learning activities consisting of “exploring the absence or malfunctioning of a piece or of several pieces of equipment in any given protocol. Similar activities can be based on the “exploration of roles or functions of computer hardware or software involved in data entry, display, or analysis and the communication, etc.”
SI-E-B4 Developing explanations by using observations and experiments. (1,2,3,4) SI-E-B4 Developing explanations by using observations and experiments. (1,2,3,4)	Pertinent to the execution of any GLOBE protocol. Pertinent to the execution of any GLOBE protocol.	ATMOSPHERE: 1. Studying The Instrument Shelter (pg 9) HYDROLOGY: 1. Water Detectives (pg 8), 2. Water, Water Everywhere! How Does It Compare? (pg 25) LAND COVER/ BIOLOGY: 1. Leaf Classification (pg 2), 2. How Accurate Is It? Introducing the Difference/ Error Matrix (pg 5), 3. What’s the Difference (pg 23), 4 . Site Seeing Beginning Level (pg 69 & pg 72) SOIL: 1. Just Passing Through (Beginner Version) (pg 2) , 2. Just Passing Through (pg 8)
SI-E-B5 Presenting the results of experiments. (1,3)	Applicable to the execution of any GLOBE protocol.	LAND COVER / BIOLOGY: 1. Discovery Area; Intermediate Level (pg 67)
SI-E-B6 Reviewing and asking questions about the results of investigation. (1,3,4)	LAND COVER/ BIOLOGY: 1. Accuracy Assessment (pg	LAND COVER/ BIOLOGY: 1. How Accurate Is It? Introducing the Difference/ Error Matrix (pg 5) 2. What’s the Difference? (pg 23)

The Ability Necessary to do Scientific Inquiry Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
SI-M-A1 Identifying questions that can be used to design a scientific investigation. (1,2,3)	Many questions—including hypothesis…. proceeding the design of every GLOBE protocol.	HYDROLOGY: 1. Water Walk (pg 2) SOIL: 1. Just Passing Through (Beginner Version) (pg 2) , 2. Just Passing Through (pg 8)
SI-M-A2 Designing and conducting a scientific investigation. (1,2,3,4,5)	HYDROLOGY: 1. Water Transparency (pg 7) 2. Salinity (pg 26) , 3. Optional Salinity Titration (pg 32) , 4. Nitrate (pg 36) Every GLOBE protocol is the result of extensive design, including field testing and calibration.	ATMOSPHERE: 1. Studying The Instrument Shelter (pg 9) 2. Building a Thermometer (pg 13), 3.Land, Water, Air (pg 22) HYDROLOGY: 2. Water Detectives (pg 8), 3. The pH Game (pg 12) SOIL: 1. From Mud Pies to Bricks (pg 14) , 2, Soil The: Great Decomposer (pg 27)
SI-M-A3 Using mathematics and appropriate tools and techniques to gather, analyze, and interpret data. (1,2,3,4,5)	The execution of every protocol leads to data collection, data entry in computer (i.e. web-based), etc.	All GLOBE Protocols. ATMOSPHERE: 1. Estimating Cloud Cover (pg 6) SOIL: 1. Making Sense of the Particle Distribution Measurements (pg 30)
SI-M-A4 Develop descriptions, explanations, and graphs using data. (1,2,3,4)	Germane to the outcome of the execution of every protocol, and the analysis of the resulting data. Interactive web communications, descriptions, and explanations.	ATMOSPHERE: 1. Studying The Instrument Shelter (pg 9) HYDROLOGY: 1. Water Detectives (pg 8), 2. Water, Water Everywhere! How Does It Compare? (pg 25) LAND COVER/ BIOLOGY: 1. Leaf Classification (pg 2), 2. How Accurate Is It? Introducing the Difference/ Error Matrix (pg 5), 3. What’s the Difference (pg 23) , 4. Site Seeing Beginning Level (pg 69 & 72), SOIL: 1. Just Passing Through (Beginner Version) (pg 2) , 2. Just Passing Through (pg 8)
SI-M-A5 Developing models and predictions using the relationships between data and explanations and predictions. (1,2,3,4)	See outcomes of the execution of any GLOBE protocol.	ATMOSPHERE: 1. Studying The Instrument Shelter (pg 9) HYDROLOGY: 1. Modeling Your Watershed (pg 5), 2. Water Detectives (pg 8), 3. Water, Water Everywhere! How Does It Compare? (pg 25), 4. Modeling Your Water Balance (pg 51) LAND COVER / BIOLOGY: , 1.What’s the Difference? (pg 23), 6. Odyssey of the Eye (Beginning Level) (pg 43, 46 & 48) SOIL: 1. Just Passing Through (Beginning) (pg 2) Just Passing Through ( pg 8)
SI-M-A6 Comparing alternative explanations and predictions. (1,3,4)	Conduct of science as part of the execution of any GLOBE protocol.	SOIL: 1. Soils as Sponges: How Much Water Does Soil Hold? (pg 22)
SI-M-A7 Communicating scientific procedures, information, and explanations. (1,3)	Done throughout the execution of most GLOBE protocols and on the GLOBE web site.	ATMOSPHERE: 1. Observing, Describing, and Identifying Clouds (pg 2) , 2. Estimating Cloud Cover: A Simulation (pg 6), 3. Studying the Instrument Shelter (pg 9) HYDROLOGY: 1. Water Walk (pg 2) LAND COVER/ BIOLOGY: 1. How Accurate Is It? Introducing the Difference/ Error Matrix (pg 5) , 3. What’s the Difference? (pg 23), 4. Discovery Area (Intermediate Level) (pg 67), 5. Site Seeing (Beginning Level) (pg 69 & 72)
SI-M-A8 Utilizing safety procedures during scientific investigations. (1,3)	HYDROLOGY: 1. Water Transparency (pg 7) 2. Water Temperature (pg 14, 3. Dissolved Oxygen (DO) (pg 14), 4. pH (pg 18), and most of the other protocols.	HYDROLOGY: 1. Practicing The Protocol (pg 15)

B. Understanding Scientific Inquiry Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
SI-M-B1 Recognizing that different kinds of questions guide different kinds of scientific investigations. (2,4)	The design of protocols was driven and guided by different questions, including those on safety; comparison of basic and advanced protocols.	Hydrology: 1. Water Detectives (K-4) (pg 8)
SI-M-B4 Using data and logical arguments to propose, modify, or elaborate on principles and models. (1,2,3,4)	Applicable to the implementation of most protocols.	Hydrology: 1. Model Your Watershed (pg 5) Soil: 1. The Data Game (pg 39)

A. The Ability Necessary to do Scientific Inquiry Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
SI-H-A2 Designing and conducting scientific investigation. (1,2,3,4,5)	Germane to the execution of every protocol. Hydrology: 1. Water Transparency (pg 7) 2. Salinity (pg 26), 3. Optional Salinity Titration (pg 32), 4. Nitrate (pg 36)	Atmosphere: 1. Studying The Instrument Shelter (pg 9) 2. Building a Thermometer (pg 13) 3.Land, Water, Air (pg 22) Hydrology: 1. Water Detectives (pg 8), 2.The pH Game (pg 12) Soil: 1. From Mud Pies to Bricks, 2, Soil The: Great Decomposer (pg 27)
SI-H-A4 Formulating and revising scientific explanations and models using logic and evidence. (1,2,3,4)	Germane to the representation, interpretation, and analysis of data from most protocols.	Land Cover / Biology: 1. Discovery Area (Intermediate Level) (pg 67)
SI-H-A5 Recognizing and analyzing alternative explanations and models. (4)	Germane to the representation, interpretation, and analysis of data from most protocols.	Hydrology: 1. Modeling Your Watershed (pg 5)
SI-H-A6 Communicating and defending a scientific argument. (1,3,4)	Germane to the representation, interpretation, and analysis of data from most protocols.	Land Cover/ Biology: 1.How Accurate Is It? Introducing the Difference/ Error Matrix (pg 5)
SI-H-A7 Utilizing science safety procedures during scientific investigations. (3,5)	Applied in the design and implementation of every GLOBE protocol.	Hydrology: 1. Practicing the Protocol. (pg 15)

LIFE SCIENCE

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

CORRELATIONS OF “LIFE SCIENCE” CONTENT STRANDARDS AND THE GLOBE PROGRAM

LOUISIANA CONTENT STANDARDS	GLOBE PROGRAM	GLOBE PROGRAM
A. Characteristics of Organisms Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-E-A1 Identifying the needs of plants and animals, based on age-appropriate recorded observations. (1,2,3,4)	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	LAND COVER/ BIOLOGY: 1. How Accurate Is It? Introducing the Difference/Error Matrix (pg 5)
LS-E-A3 Locating and comparing major plant and animal structures and their functions. (1,3)	LAND COVER/ BIOLOGY: 1. Quantitative Land Cover Sample Site (pg17)	LAND COVER/ BIOLOGY: 1. How Accurate Is It? Introducing the Difference/Error Matrix (pg 5)
LS-E-A4 Recognizing that there is great diversity among organisms. (1)	LAND COVER/ BIOLOGY: 1.Biometry (pg 20)	LAND COVER/ BIOLOGY: 1. How Accurate Is It? Introducing the Difference/Error Matrix (pg 5)

B. Life Cycles of Organisms Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-E-B1 Observing and describing the life cycles of some plants and animals. (1,3)	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	HYDROLOGY: 1. Macroinvertebrate Discovery (pg 41) LAND COVER/ BIOLOGY: 1. Seasonal Changes in Your Biology Study Site (pg 78)
LS-E-B2 Observing, comparing, and grouping plants and animals according to likeness/and or differences. (1,2,4)	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	LAND COVER/ BIOLOGY: 1. How Accurate Is It? Introducing the Difference/Error Matrix (pg 5)
LS-E-B3 Observing and recording how the offspring of plants and animals are similar to their parents. (1,2,3,4)	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	LAND COVER/ BIOLOGY: 1. Seasonal Changes in Your Biology Study Site (pg 78)
LS-E-B4 Observing, recording, and graphing student growth over time using a variety of quantitative measures (height, weight, linear measure of feet and hands, etc.). (1,3)	LAND COVER / BIOLOGY: 1. Biometry (pg 20)

C. Organisms and Their Environments Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-E-C1 Examining the habitats of plants and animals and determining how basic needs are met within each habitat. (1,2,3,4,5)	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	HYDROLOGY: 1. Water Walk (pg 2)
LS-E-C2 Describing how the features of some plants and animals enable them to live in specific habitats. (1,2,3,4,5)	LAND COVER/ BIOLOGY: 1. Quantitative Land Cover (pg 20)	HYDROLOGY: 1. Water Walk (pg2) 2. Macroinvertebrates (pg 41)
LS-E-C3 Observing animals and plants and describing interaction or interdependence. (1,4)	LAND COVER/ BIOLOGY: 1. Quantitative Land Cover Sample Site (pg 17) 2. Biometry (pg 20)	HYDROLOGY: 1. Water Walk (pg2)

Structure and Function in Living Systems Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-M-A1 Describing the observable components and functions of a cell, such as the cell membrane, nucleus, and movement of molecules into and out of cells. (1)	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	LAND COVER/ BIOLOGY: 1. Leaf Classification (pg 2)
LS-M-A2 Comparing and contrasting the basic structures and functions of different plant and animal cells. (1,2,3,4)	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	HYDROLOGY: 1. Macroinvertebrates (pg 41) LAND COVER/ BIOLOGY: 1. Leaf classification (pg 2)
LS-M-A4 Describing the basic processes of photosynthesis and respiration and their importance to life. (1,4,5)	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	LAND COVER/ BIOLOGY: 1. Leaf Classification (pg 2)

C. Populations and Ecosystems Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-M-C1 Constructing and using classification systems based on the structures of organisms. (1,2,3,4)	LAND COVER/ BIOLOGY: 1. MUC System (pg 31), 2. Unsupervised Clustering Land Mapping (pg 44) , 3. Accuracy Assessment (pg 48)	LAND COVER/ BIOLOGY: 1. How Accurate Is It? Introducing the Difference/ Error Matrix (pg 5)
LS-M-C3 Investigating major ecosystems and recognizing physical properties and organisms within each. (1,2,3,45)	LAND COVER/ BIOLOGY: 1. Qualitative Land Cover Sample Site (pg 12) , 2. Quantitative Land Cover Sample Site (pg 17), 3. Biometry (pg 20)	HYDROLOGY: 1. Water Walk (pg 2), 2. Model Your Watershed (pg 5)
LS-M-C4 Explaining the interaction and interdependence of nonliving and living components within ecosystems. 1,2,3,4,5	LAND COVER/ BIOLOGY: 1. Qualitative Land Cover Sample Site (pg 12) 2. Quantitative Land Cover Sample Site (pg 17)	HYDROLOGY: 1. Water Walk (pg 2), 2. Model Your Watershed (pg 5), 3. Macroinvertebrates (pg 41)

D. Adaptations of Organisms Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-M-D1 Describing the importance of plant and animal adaptation, including local examples. (1,3,4,5)	HYDROLOGY: 1. Dissolved Oxygen (DO) (pg 14), 2. pH (pg 18), 3. Salinity (pg 26), 4. Nitrate (pg 36)	HYDROLOGY: Macroinvertebrate Discovery (pg 41)
LS-M-D2 Explaining how some members of a species survive under changed environmental conditions. (1,2,3,4,5)		LAND COVER / BIOLOGY : 1. Seasonal Changes (pg 78)

A. The Cell Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-H-A1 Observing cells, identifying organelles, relating structure to function, and differentiating among cell types. (1,2,3,4)	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)

The Molecular Basis of Heredity Louisiana Benchmark	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-H-B3 Describing the transmission of traits from parent to offspring and the influence of environmental factors on gene expression. (1,2,3,4,5)		LAND COVER/ BIOLOGY: 1. How Accurate Is It? Introducing the Difference/ Error Matrix (pg 5)
LS-H-B4 Exploring advances in biotechnology and identifying possible positive and negative effects. (1,2,3,4,5)		LAND COVER / BIOLOGY: 1. Odyssey of the Eye (pg 43, 46 & 48)

Biological Evolution Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-H-C4 Classifying organisms.	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	LAND COVER/ BIOLOGY: 1. What’s The Difference (pg 23)
LS-H-C5 Distinguishing among the kingdom.	LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	LAND COVER / BIOLOGY: 1. How Accurate Is It? Introducing the Difference/ Error Matrix (pg 5)
LS-H-C6 Comparing and contrasting life cycles of organisms.	LAND COVER / BIOLOGY: 1. Biometry (pg 20)	HYDROLOGY: 1. Macroinvertebrate Discovery (pg 41)

Matter, Energy, and Organization of Living Systems Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-H-E1 Comparing and contrasting photosynthesis and cellular respiration, emphasizing their relationships. (1,2,3,4)		LAND COVER/ BIOLOGY: 1. Leaf Classification (pg 2)
LS-H-E2 Recognizing the importance of ATP cycle in energy usage within the cell. (1,2,3,4)		LAND COVER / BIOLOGY: 1. Leaf Classification (pg 2)
LS-H-E3 Differentiating among levels of biological organization. (1,4)		HYDROLOGY: 1. Macroinvertebrate Discovery (pg 41) LAND COVER / BIOLOGY: 1. Leaf Classification (pg 2)

F. Systems and the Behavior of Organisms Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
LS-H-F4 Recognizing that behavior patterns have adaptive value. (3,4)	HYDROLOGY: 1. Dissolved Oxygen (DO) (pg 14), 2. pH (pg 18), 3. Salinity (pg 26), 4. Nitrate (pg 36)	HYDROLOGY: 1. Macroinvertebrate Discovery (pg 41)

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

CORRELATIONS OF “PHYSICAL SCIENCE” CONTENT STANDARDS AND THE GLOBE PROGRAM

LOUISIANA CONTENT STANDARDS	GLOBE PROGRAM	GLOBE PROGRAM
A. Properties of Objects and Materials Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
PS-E-A1 Observing describing, and classifying objects by properties (size, weight, shape, color, texture, and temperature). (4)	SOIL: 1. Soil Temperature, (pg37) ATMOSPHERE: 1. Maximum, Minimum, and Current Temperatures (pg 14) LANDCOVER / BIOLOGY:	SOIL: 1. Making Sense of Particle Size Distribution Measurements (pg 30) 2. Just Passing Through (pg 2 & pg 8) LAND COVER/ BIOLOGY: 1. How Accurate Is It? Introducing the Difference/ Error Matrix (pg 5)
PS-E-A2 Measuring properties of objects using appropriate materials, tools and technology. (3,4,5)	HYDROLOGY: 1. Water Temperature (pg 11), 2. Dissolved Oxygen (pg 14), 3. pH (pg 18) , 4. Electrical Conductivity (pg 23) 5. Salinity (pg 26) SOIL: 1. Gravimetric Soil Moisture (pg 25), 2. Soil Temperature (pg 37)	SOIL: 1. Soil and My Backyard (pg 16)
PS-E-A3 Observing and describing the objects by the properties of the materials from which they are made (paper, wood, metal). (2,4)	ATMOSPHERE: 1. Precipitation pH (pg 11) HYDROLOGY: 1. Dissolved Oxygen (pg 14), 2. pH (pg 18) 3. Salinity (pg 34), 4. Alkalinity (pg 34), 5. Nitrate (pg 36) SOIL: 1. Soil Characterization Field Measurements (pg 4) 2. Soil Characterization Lab Analysis (pg 15) 3. Gravimetric Soil Moisture (pg 25)	Discussions of the data and information from the execution of most GLOBE protocols.
PS-E-A4 Describing the properties of the different states of matter and identifying the conditions that cause matter to change states. (2,3)	ATMOSPHERE: 1. Rainfall (pg 6), 2. Solid Precipitation (pg 8) Comparison of outcomes of land (solid), hydrology (liquid), and atmosphere (gas) protocols.	ATMOSPHERE: 1. Land, Water, and Air (pg 22)
PS-E-A5 Creating mixtures and separating them based on differences in properties (salt, sand). (2,3)	HYDROLOGY: 1. pH (pg18), 2. Salinity (pg 26) SOIL: 1. Soil Characterization Lab Analysis (pg 15) 2. Infiltration (pg 33),	Land Cover / Biology: 1. Just Passing Through (pg 2 & pg 8)

B. Position and Motion of Objects Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
PS-E-B1 Observing and describing the position of an object relative to another object or the background. (1,2)	ATMOSPHERE: 1. Cloud Type (pg 4), 2. Cloud Cover (pg 8) SOIL: 1. Soil Characterization Field Measurements (pg 15) LAND COVER/ BIOLOGY: 1. Quantitative Land Cover Sample Site (pg 17)	ATMOSPHERE: 1. Estimating Cloud Cover (pg 6) HYDROLOGY: 1. Water Walk (pg 2), 2. Model Your Watershed (pg 5)
PS-E-B2 Exploring and recognizing that the position and motion of objects can be changed by pushing or pulling (force) over time. (1,2,3)	ATMOSPHERE: 1. Rainfall (pg 6) SOIL: 1. Infiltration (pg 33)	Global circulation
PS-E-B3 Describing an object’s motion by tracing and measuring its position over time. (1,2,3,4)	ATMOSPHERE: 1. Cloud Cover (pg 5), 2. Rainfall (pg 6), 3. Solid Precipitation (pg 8) HYDROLOGY: 1. Water Temperature (pg 11) SOIL: 1. Infiltration (pg 33), 2. Soil Temperature (pg 37)	HYDROLOGY: 1. Modeling Your Water Balance (pg 51) LAND COVER / BIOLOGY: 1. Site Seeing (pg 69 & 72), 2. Seasonal Changes in Your Biology Site(s) (pg 78)

B. Motions and Force Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
PS-M-B1 Describing and graphing the motions of objects. (1,2,3)	ATMOSPHERE: 1. Rainfall (pg 6), 2. Maximum, Minimum, and Current Temperature (pg 14) SOIL: 1. Infiltration (pg 33), 2.Soil Temperature (pg 37)
PS-M-B2 Recognizing different forces and describing their effects (gravity, electrical, magnetic). (2,3,4)		Supplement: The fundamental forces of nature: explaining the physical universe http://www.phys.subr.edu/ homepage/ academy

C. Transformations of Energy Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
PS-M-C1 Identifying and comparing the characteristics of different types of energy. (2,3,4)		Supplement: concept map of energy: http://www.phys.subr.edu/homepage/ academy
PS-M-C4 Observing and describing the interactions of light and matter (reflection, refraction, absorption, transmission, scattering). (1,2,3,4)	HYDROLOGY: 1. Water Transparency (pg 7) SOIL: 1. Soil Temperature (pg 37)
PS-M-C5 Investigating and describing the movement of heat and the effects of heat in objects and systems. (2,3,4)	HYDROLOGY: 1. Water Temperature (pg 11) SOIL: 1. Soil Temperature (pg 37)	Discussions of Earth system, atmosphere, ocean, and global circulation.

A. Measurement and Symbolic Representation Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
PS-H-A1 Manipulating and analyzing quantitative data using the SI system. (2,3,4)	ATMOSPHERE: 1, Maximum, Minimum, and Current Temperature (pg 14) HYDROLOGY: 1. Water Transparency (pg 11), 2. Dissolved Oxygen (pg14), 3. pH (pg 18) , 4. Electric Conductivity (pg 23), 5. Salinity (pg 26), 7. Alkalinity (pg 34), 8. Nitrate (pg 36), SOIL: 1. Gravimetric Soil Moisture (pg 25) , 2. Infiltration (pg 33), 3. Soil Temperature (pg 37) LAND COVER/ BIOLOGY: 1. Biometry (pg 20)	Analysis of results from most GLOBE protocols. GLOBE uses the international system of units.

D. Chemical Reactions Louisiana Benchmarks	GLOBE PROTOCOLS	GLOBE LEARNING ACTIVITIES
PS-H-D1 Observing and describing changes in matter and citing evidence of chemical change. (1,2,4)	HYDROLOGY: 1. Water Transparency (pg 7) SOIL: 1. Soil Characterization Lab Analysis (pg 15)	HYDROLOGY: 1. pH Game (pg 12) SOIL: 1. The Great Decomposer (pg 27)
PS-H-D2 Comparing, contrasting, and measuring the pH of acids and bases using a variety of indicators. (1,2,3,4)	HYDROLOGY: 1. pH (pg 18), 2. Alkalinity (pg 34) SOIL: 1. Soil Characterization Lab Analysis (pg 15)	HYDROLOGY: 1. pH Game (pg 12)
PS-H-D7 Identifying important chemical reactions that occur in living systems, the home, industry, and the environment. (1,2,3,4,5)		HYDROLOGY: 1. pH Game (pg 12) , 2. Water, Water Everywhere! How Does It Compare (pg 25) 3. Macroinvertebrate Discovery (pg 41)

EARTH AND SPACE SCIENCE

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

CORRELATIONS OF “EARTH AND SPACE SCIENCE” CONTENT STRANDARDS AND THE GLOBE PROGRAM

SCIENCE AND THE ENVIRONMENT

CORRELATIONS BETWEEN GLOBE AND THE LOUISIANA SCIENCE CONTENT STANDARDS

CORRELATIONS OF”EARTH AND SPACE SCIENCE “CONTENT STRANDARDS AND GLOBE PROGRAM

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PIPELINES AND SUBR GLOBE PARTNERSHIP

P rogram to I ncrease the P ursuit of E ducation and L earning IN E ngineering and S cience (PIPELINES) is a partnership between Southern University and A&M College in Baton Rouge (SUBR) and Iowa State University (ISU ), funded by the National Aeronautics and Space Administration (NASA):

Award Nos. NAG5-8552 & NCC13-00010. While the first award was a grant from NASA Headquarters, the second one is a cooperative agreement from NASA Stennis Space Center (SSC), with Dr. Ramona Pelletier-Travis as the Program Officer.

PIPELINES supports the GLOBE Partnership at Southern University and A & M College in Baton Rouge (SUBR). The SUBR GLOBE Partnership is coordinated by Dr. Robert L. Ford, Professor of Chemistry. The PIPELINES project is directed by Dr. Diola Bagayoko , Ph.D., SU System Distinguished Professor of Physics and Director of the Timbuktu Academy. Ms. Paulette Baptiste-Johnson is the Program Administrator of PIPELINES. Dr. Bagayoko ( Bagayoko@aol.com) and Dr. Ford ( rfordcees@aol.com) and Ms. Johnson (pbaptisteJohnson@aol.com) can also be reached by telephone (225-771-2730), fax (225-771-4341), and via the US Postal Service: P. O. Box 11776, SUBR, Baton Rouge, Louisiana 70813 or Room 232 W. James Hall, Southern University and A&M College, Baton Rouge, Louisiana 70813.

Publisher: The Timbuktu Academy at Southern University and A&M College in Baton Rouge (SUBR), Baton Rouge, Louisiana. SUBR is an autonomous unit of the Southern University System. Printed in the United States of America in March 2001. The Timbuktu Academy is funded by the Department of the Navy, Office of Naval Research (ONR), and NASA.

ISBN Number: 0-9704609-8-8

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