Sunday, July 18, 2010

GLOBE @ School



EE Club Meeting #2: GLOBE @ School

-view GLOBE study site (GHS campus) as an organic whole, i.e. our environment
-understand what GLOBE entails in terms of measurements, equipment, etc.
-hear why GLOBE is important from Alain and Joe (Maggie, Chindong and I?)
-select instrument shelter/rain-gauge location, stating why the location is ideal for rain/cloud/temp. measurement
-install the above
-hold elections

Special Place Questions:
-sit quietly, experience and observe; use senses to explore (eyes, ears, nose and body)
-what do you see / hear/ smell / feel?
-BIG picture: from sky to ground... biggest features?
-SMALL picture: immediate environment... what do you notice?

-what strikes you most about observ?
-man-made vs. natural?
-beautiful vs. unattractive?

-how would you represent this, all you observed / experienced?
-how would you pass that info on to someone? e.g. pictures, numbers, words, etc.

...representing observations qualitatively and qualitatively is Global Learning & Observation to Benefit the Environment (GLOBE).

1 comment:

  1. IMAGE: i think this is maggie taking the pic of my students (excluding joe in front and alain in the back) and i, posing around the newly installed equipment shelter. we selected a spot atop the hill GTTC and GHS are situated on, and cleared the grass from around it.

    a note on a cultural observation amidst all the environmental ones...

    i remember something interesting happening as we went around and shared our observations and reflections from the exercise above. it all went well, as my next post will explain. but i noticed how often my students repeated what they'd heard before them.

    at first i thought they were being unoriginal, or nervous as they searched for words. but it happened enough as we stood there in a circle atop the hill that it started to feel ritualistic. repeat and reaffirm what you've heard, then add a little of what you think.

    anyway, i never really pursued this... didn't ask anyone about it. but i do think it's some of the cultural nuance that i was starting to pick up on in my second year of teaching. you can and can't teach "outsiders" that. which is certainly what i was, an outsider.

    i think you can teach people to look out for and attempt to understand cultural patterns, but you can't say precisely what every one of them will be or when it will arise or be relevant. anyway... this was a simple example. insightful but not GLOBE-shattering! :)