| Content Provider | HEC-TV  2007-08 Honorable Mention | ||||||||||||||||||||
| Contact Information | Helen Headrick live@hectv.org 3655 Olive St St Louis, MO 63108 United States Phone: (314) 531-4455 | ||||||||||||||||||||
| Program Type | Individual Program | ||||||||||||||||||||
| Program Rating | This program has not yet been evaluated. | ||||||||||||||||||||
| Target Audience | Education: Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12 | ||||||||||||||||||||
| Maximum Number of Participants | For optimum interactivity we recommend no more than two classes combined. | ||||||||||||||||||||
| Minimum Number of Participants | There is no minimum number required for participation in the program | ||||||||||||||||||||
| Primary Disciplines | Sciences | ||||||||||||||||||||
| Program Description | The St. Louis Science Center’s new exhibition “Climate Change” examines one of the most urgent scientific and social issues of the 21st century. Through interactive stations and dioramas that interpret the latest research, the exhibit presents evidence that human activity over the last 300 years has dramatically altered the natural world. This program will come live from the exhibition space so your students will have a chance to see parts of the exhibition as they interact with both the exhibit curator and climate change scientist William Dannevik, PhD, Professor of Meteorology and Department Chair, Saint Louis University. Activities during the program will highlight three areas of this important topic: 1. Carbon Footprint—In advance of the program students will be asked to do some home investigation about their family’s carbon footprint and bring that data to the program. We’ll ask students to share that data and use it in activities as we explore how our carbon footprint impacts the climate. 2. Rising Sea Levels—We’ll explore how rising sea levels will affect both humans and animals by looking at two specific examples: the island of Manhattan and polar bears in the Arctic. 3. Alternative Energy Sources—The “Climate Change” exhibition explores a number of alternative energy sources. Students participating will be able to determine which one of the following areas they’ll explore in activities during their program: solar power, wind power, nuclear power, or geothermal power. PLEASE NOTE: The morning program is targeted to students in grades 4-8, and the afternoon program is targeted to students in grades 7-12. | ||||||||||||||||||||
| Program Format | The videoconference program will consist of the following segments. Student questions and comments will be woven into all segments of the program. 1. Welcome and Introduction—Student groups and experts will be introduced and welcomed to the program. . 2. Climate vs. Weather—In this short segment, students and experts will discuss the difference between the two. As part of their preparation for the program, teachers are encouraged to have students postulate answers to the overview question on the program worksheet included with the materials for this show. Students will be asked to share their ideas during the program. Teachers may choose to identify these students prior to the program to make sure they are ready to present their thoughts and are located near the microphone to be heard clearly by all involved. 3. Thinking About Carbon Footprint—Students will engage in an activity with program experts designed to help them see the impact of seemingly small actions in regard to their carbon footprint. As part of their preparation for the program, students should go home and fill out Part 1 of the program worksheet included with the materials for this show. Again, students will be asked to share their data during the program. Teachers may wish to have students share individual data or combine class data and have a student or two present the combination of answers for the entire group. 4. Thinking About Rising Sea Levels— In this segment we’ll explore how rising sea levels will affect both humans and animals by looking at two specific examples: the island of Manhattan and polar bears in the Arctic. As part of their preparation for the program, should complete Part 2 of the program worksheet included in the materials for this show and be ready to share information they have used to answer the section. 5. Alternative Energy Sources—Students will determine which of four alternative sources of energy they wish to focus on during this section: solar power, wind power, nuclear power, or geothermal power. As part of their preparation for the program, students should complete Part 3 of the program worksheet included in the materials for this show and be ready to share what they have learned and/or ask questions about the alternative energy chosen for discussion. In addition, no later than Tuesday, March 15 please send us the one form of alternative energy your students most wish to discuss. We’ll use your preferences to determine which topic is explored during your program. Your choice can be e-mailed to us at live@hectv.org. 6. Summary and Closing—We’ll summarize the major concepts learned today and seek final questions from students. | ||||||||||||||||||||
| Objectives | 1. The participant will gain a greater understanding about the nature of climate and weather and the difference between the two. 2. The participant will gain knowledge about the effects of their carbon footprint on the environment. 3. The participant will gain knowledge about the relationship between climate change and sea level and potential effects of rising sea levels. 4. The student will explore sources of alternative energy and determine potential strengths and weaknesses of each. 5. The participant will interact with experts involved in climate change. | ||||||||||||||||||||
| National Standards to which this program aligns | Featured National Standards: (Science) Unifying Concepts and Processes- Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world 1. Systems, order, and organization 2. Evidence, models, and explanation Science as Inquiry - Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science. 1. Abilities necessary to do scientific inquiry 2. Understandings about scientific inquiry Life Science - Life science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use 3. Interdependence of organisms 5. Diversity and adaptation of organisms Science and Technology - An understanding of science and technology establishes connections between the natural and designed world, linking science and technology. 1. Abilities of technological design | ||||||||||||||||||||
| State/Regional Standards to which this program aligns | Featured State Standards (Missouri): Schools from across the country are invited to join in the program. Missouri state standards are provided for Missouri schools since funding for this program comes from various Missouri organizations. Missouri Grade Level Expectations Strand 7: Scientific Inquiry Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | ||||||||||||||||||||
| Program Length | 60 minutes | ||||||||||||||||||||
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| Connection Type(s) Available and Program Fees | Interactive Cost: $0.00 View Only Cost: $0.00 | ||||||||||||||||||||
| Program Fee Notes | There is NO CHARGE for this program. | ||||||||||||||||||||
| Cancellation Policy | Since there may well be a waiting list for interactive participation, we ask that you let us know of your need to cancel as soon as you know. | ||||||||||||||||||||
| Is recording allowed? | No | ||||||||||||||||||||
| The Provider broadcasts over | IP Internet 2 | ||||||||||||||||||||
| Minimum Technology Specifications for sites connecting to this provider | Once we have received your enrollment, we will contact you requesting the IP address of the VC unit you'll be using to connect to the program and also to arrange a test call between you and our state bridge organization MOREnet. Both these steps must be completed by March 11 to finalize your participation in the program. | ||||||||||||||||||||
