THE GLOBE PROGRAM - Program Summary July 1995 (w/ minor revisions for Arizona, 9/29/95) BACKGROUND GLOBE is a hands-on, school based, international environmental science and education program. The GLOBE Program was initiated on Earth Day, April 22, 1994, by U.S. Vice President Al Gore. Over 2000 U. S. schools have registered, and over 20 other countries have joined the program. Over one hundred nations have expressed interest in participating. GOALS GLOBE brings children, teachers, and scientists from around the world together to: - enhance environmental awareness of individuals worldwide, - increase scientific understanding of the Earth, and - support higher standards in science and mathematics education. IMPLEMENTING STRATEGY GLOBE officially began operations on the 25th Earth Day, April 22, 1995, with over 500 schools in the United States and overseas participating. Thousands of schools throughout the world will join GLOBE within the next few years, with the number of schools growing as rapidly as resources are available domestically and internationally. GLOBE is designed to instill responsibility for environmental stewardship among all the peoples of the Earth. Domestically, the program will be inclusive in the opportunity for schools and students to participate. Internationally, the broadest possible participation from geographically diverse regions of the Earth is sought. GLOBE SCHOOLS Students at all GLOBE schools throughout the world: - Make environmental measurements at or near their schools, - Report their data to a GLOBE data processing center, - Receive and use vivid environmental images created from their data and the data from other GLOBE schools around the world, and - Study the environment by relating their observations and the resulting environmental images to broader environmental topics. EDUCATION The GLOBE Program combines the use of comprehensive environmental educational materials with the opportunity for students to conduct hands-on science. GLOBE educational materials have been developed and, where possible, adapted from existing environmental education materials by environmental educators and curriculum development specialists. GLOBE materials are used in GLOBE schools, domestic and international, under the guidance of GLOBE-trained teachers. The GLOBE educational materials include a GLOBE Teacher's Guide with age-appropriate materials explaining the GLOBE Program. The Teacher's Guide contains procedures for the GLOBE environmental measurements and provides broad information about environmental topics. The materials also include Student Worksheets which assist students in making measurements and reporting their data. Other environmental education materials that may be useful, including information accessible through the Internet, are also identified for participating schools. A Teacher's Workshop Guide has been prepared for use in training GLOBE teachers. Country Coordinators from GLOBE partner countries receive training at international regional workshops. Once they have completed their training, they are able to teach both their own students, as well as train other GLOBE teachers. Instructional elements of GLOBE educational materials related to the environmental measurement procedures and data reporting protocols will be translated into the six United Nations languages. Other environmental education materials will be provided in English. It will be the responsibility of each partner nation's GLOBE Country Coordinator to adapt, translate, reproduce, and distribute GLOBE educational materials to that nation's GLOBE schools. SCIENCE A group of international environmental scientists selected the initial GLOBE environmental observations that -- because they will be measured by GLOBE schools all over the Earth -- will contribute significantly to the scientific understanding of the global environment. (See Appendix A.) GLOBE schools worldwide make a core set of environmental measurements in the following scientific discipline areas: Atmosphere/Climate, Hydrology/Water Chemistry, and Biology/Geology. Each GLOBE school is encouraged to coordinate its activities with those of other neighboring GLOBE schools. As the GLOBE Program evolves, elective measurements not common to all GLOBE schools but of broad interest to many schools may be added. Pre-college students are active participants in the GLOBE Program through their schools. Participation is designed to be age-appropriate for Grades K-5, 6-8, and 9-12 (or equivalent worldwide). Younger students make limited measurements which may be qualitative rather than quantitative. Older students make additional, more sophisticated, measurements as appropriate for their grade level. The scientific integrity of the GLOBE Program has been assured by having scientists from each relevant discipline involved in developing the measurement procedures and the supporting educational materials. In this way, GLOBE scientific measurement procedures are accurately presented, broader educational materials are scientifically valid, and quality control is applied throughout the acquisition and processing of GLOBE data. Scientists join with educators in GLOBE Science/Education Teams for each scientific discipline area. Each Team oversees all activities in its area and participates in the instruction of GLOBE students. COMPUTER AND COMMUNICATIONS SYSTEMS Domestically, each GLOBE school must have an IBM-compatible or Apple Macintosh computer, suitably configured and connected to the Internet. (See Appendix B.) Students will use readily available World Wide Web Internet software to enter their data, transmitting it to a GLOBE data processing center. They will then receive the global environmental images generated from GLOBE data and other sources for use in their classroom. International GLOBE schools are also encouraged to use the same approach as those in the United States. It is recognized that, initially, some partner countries' GLOBE schools may not have computers or access to the Internet. In these cases, the nation's GLOBE Country Coordinator will be responsible for reporting such schools' measurement data to the GLOBE data processing site via the Internet. A variety of media, including photographs and broadcast television, may be used to distribute GLOBE environmental images to such schools. GLOBE will accommodate international partners with whatever level of computer and communications technology they can initially bring to participation in the program. INTERNATIONAL PROGRAMS Broad international participation is integral to the design of the GLOBE Program and to the achievement of its goals. Over twenty nations have joined the program, and GLOBE continues to seek international participation by countries throughout the world. Acceptance by Mexico is expected this year. Bilateral agreements between the United States and partner nations will specify the roles and responsibilities of the United States and of the international partners. (See Appendix C.) GLOBE international agreements provide for long-term, durable partnerships based on the concept of mutual benefit. Cooperation will be conducted on a no-exchange-of-funds basis, with the international partners responsible for acquiring the resources necessary to equip their schools to conduct the activities of the GLOBE Program and for selecting its participating schools. PROGRAM EVALUATION The GLOBE Program will design and implement an evaluation plan both to document the progress of the scientific and educational aspects of GLOBE and to assess their effectiveness. This qualitative and quantitative evaluation will be conducted in cooperation with all nations participating in the GLOBE Program. GLOBE MANAGEMENT In the U.S., the GLOBE Program is managed as an interagency effort led by the National Oceanic and Atmospheric Administration (NOAA). The other Federal agencies involved in the program are the National Aeronautics and Space Administration (NASA), the National Science Foundation (NSF), the Environmental Protection Agency (EPA), the Departments of Education and State, and the Council on Environmental Quality (CEQ) and the Office of Science and Technology Policy (OSTP) in the Executive Office of the President. A private sector partner for the public sector U.S. GLOBE activity will be selected to aid in the growth of the program. GLOBE international partners are responsible for implementing their own GLOBE activities. APPENDIX A: GLOBE ENVIRONMENTAL MEASUREMENTS AND SCIENTIFIC INSTRUMENTS Following is a list of the initial GLOBE environmental measurements and the scientific instruments required to take these measurements. As the GLOBE Program evolves, additional measurements and instruments may be added to this list. Atmosphere/Climate Air Temperature Max/Min Thermometer Precipitation Rain Gauge Cloud Cover/Type Cloud Charts Hydrology/Water Chemistry Water pH pH Paper, pH Pen, or pH Meter Water Temperature Thermometer Soil Moisture Gypsum Blocks, Soil Moisture Meter, Auger, Cans Biology/Geology Surface cover Compass and Measuring Tape Species Identification Dichotomous Keys Tree Height & Diameter Clinometer, Diameter Tape Tree Canopy Densiometer Phenology Camera GLOBE measurements are age-appropriate and the sophistication of the required scientific instruments increases from Grades K-5 to Grades 6-8 to Grades 9-12 (or equivalent). The total cost of the initial scientific instruments is estimated at $300-350 for Grades K-5, at $300-400 for Grades 6-8, and at $800-1000 for Grades 9-12. GLOBE schools worldwide are provided functional and performance specifications for the required instruments and example lists of possible vendors and instrument models which meet these specifications. In addition, a company has been identified which can provide "one-stop shopping," i.e., which can provide a full (or partial) set of GLOBE instruments from various vendors. GLOBE instruments need to meet the specifications provided; they do not, however, need to be purchased from identified vendors. A Global Positioning System (GPS) receiver, to be used to determine the location of the site at which physical measurements are taken, will be made available for use at each GLOBE school by the GLOBE Program, as needed. APPENDIX B: GLOBE COMPUTER AND COMMUNICATIONS SYSTEMS The GLOBE Program builds on the rapidly expanding Internet infrastructure throughout the world. The easy-to-use World Wide Web multi-media information-access capability has been selected as the basis for IBM-compatible and Apple Macintosh computer systems to support the required GLOBE school activities of data entry, data analysis, and use of GLOBE environmental images. Overall attributes of the minimum GLOBE school computer configuration that can execute this type of software are: For IBM-compatible systems: a 386 SX or higher level processor; at least 4 megabytes of RAM memory (8 megabytes preferred); a VGA-capable monitor and display driver (Super VGA preferred); a hard disk storage system with as large a capacity as possible (preferably 300 megabytes or larger); and a direct Internet connection or dial-up capability that can use SLIP or PPP protocols with a 14,400 bps modem (preferably supporting V.42bis data compression which can enable 57,600 bps operation). The Windows 3.1 or later operating system is necessary. A printer is desirable. For Apple Macintosh systems: a 68030 20 Mhz or faster processor; at least 4 megabytes of RAM memory (8 megabytes preferred); a hard disk storage system with as large a capacity as possible (preferably 300 megabytes or larger); and a direct Internet connection or dial-up capability that can use SLIP or PPP protocols with a 14,400 bps modem (preferably supporting V.42bis data compression which can enable 57,600 bps operation). A printer is desirable. Software for a higher performance GLOBE school computer system is being developed that will operate on higher performance, multi-media IBM-compatible systems and on Apple Macintosh systems. For IBM-compatible systems: a 486/66 or faster processor; 16 megabytes of RAM memory; 500 megabytes of hard disk space; a Super VGA monitor and video support; a double-speed CD-ROM reader; and a Soundblaster-compatible sound card will be required. For Apple Macintosh systems: a PowerPC processor; 16 megabytes of RAM memory; 500 megabytes of hard disk space; and double-speed CD-ROM reader will be required. A communications capability the same as or better than for the minimum configurations above is also required. A printer is highly desirable. APPENDIX C: HOW TO BECOME A U.S. GLOBE SCHOOL Schools that agree to meet the "basic requirements" listed below, are invited to complete the attached registration form: - Make a basic committment to participate as fully as possible in the GLOBE program, - Have students acquire environmental data using scientific measurement instruments and transmit these data to a GLOBE processing center via the Internet, - Send at least one teacher to a GLOBE-provided 3-day training workshop (travel and per diem are direct school costs), - Have the necessary GLOBE scientific measurement instruments, as identified below, for use by the students, - Have a suitable school computer configuration and internet connectivity, as described above, to be available for use at least 20% of each school day to support participation in GLOBE. APPENDIX D: INTERNATIONAL PARTICIPATION Bilateral international agreements will be negotiated by the GLOBE Program and signed by the National Oceanic and Atmospheric Administration. As lead agency in the GLOBE Program, NOAA will act on behalf of all of the participating U.S. Government agencies. The international agreements will specify the roles and responsibilities of the United States and of the international partners: The U.S. will select environmental measurements, working with members of the international environmental science community, and support U.S. members of the Science/Education Teams developing the measurement procedures, data reporting protocols, and associated educational materials. The U.S. will also design, develop, operate and maintain the GLOBE infrastructure, including GLOBE environmental image and data processing capabilities as well as other necessary technology and equipment. Furthermore, in order to ensure consistency and quality in GLOBE scientific data collection and reporting, the U.S. will develop and provide GLOBE educational materials, working with international education and curriculum development specialists, and will conduct training for international GLOBE teachers. GLOBE international partners will select their own GLOBE schools and ensure that their schools conduct all of the fundamental activities of GLOBE schools. They will manage the GLOBE Program within their countries, including acquisition of scientific instruments to conduct environmental measurements; acquisition of computers and communications systems to report data and receive GLOBE environmental images; and translation, adaptation, reproduction, and distribution of GLOBE educational materials to schools throughout their countries. Each partner country will name a Country Coordinator who will be responsible for day-to-day management, oversight, and facilitation of that country's GLOBE Program. Ideally, this person would have experience in both the educational system and environmental activities of the country. The Country Coordinator need not be a government employee. APPENDIX E: THE GLOBE MEASUREMENT PROTOCOLS AND THEIR RELEVANCE Atmosphere/Climate: Air Temperature - Measurements of minimum, maximum, and current air temperature are taken daily using a U-tube or digital thermometer in an instrument shelter. The data are important because air temperature is a fundamental indicator of weather and climate. Precipitation - Measurements of rainfall depth as well as all forms of solid precipitation are monitored using a rain gauge, snow fall container, and/or snow stakes. The data are important because precipitation is a vital component of climate. Water from precipitation sustains life and affects agriculture, power generation, flood control and fresh water supply. Cloud Observation - Measurements of cloud cover and cloud type will be taken by students with the help of a cloud chart. The data are important because clouds play a complex role in the climate system, particularly with respect to the Earth's surface energy budget. Our understanding of cloud effects on climate is very incomplete and thus limits our confidence in predictions of future climate. Hydrology: Surface Water Temperature and pH - Measurements of water temperature will be taken periodically using a thermometer with a protective shield, while measurements of water pH will be taken using litmus paper, pens, or meters, depending upon student grade level. Water temperature measurements are important because they provide scientists with early signs of change in the health of watersheds. As pH measurements report the acidity of water, these measurements are important indicators of potentially disturbed natural processes, including biological ones. Soil Moisture - Measurements of soil water content will be taken using the electrical resistance moisture block technique at four depths within the soil profile. The data are important because soil moisture is a key variable in controlling the exchange of water and energy between the land surface and the atmosphere. Patterns of soil moisture are thought to affect the generation of summer cumulus clouds. Biology/Geology: Biometrics - Statistical estimates of canopy cover, ground cover, tree height and tree diameter are made seasonally using a homemade canopy cover measuring tube, tape measure and clinometer. The size of the dominant vegetation types for an area provides information regarding the biomass of the vegetation, which in turn helps scientists create more accurate models to predict future atmospheric concentrations of important greenhouse gases such as carbon dioxide. Land Cover Assessment - Land cover assessment will be done by visually selecting a dominant vegetative cover type. The data are important because although land cover type and amount are considered to be major factors influencing how much of the sun's energy striking the Earth's surface is reflected back into space, relatively little is known about the kinds and sizes of vegetation occurring in most areas of the world. Species Identification - Determination of the species of each tree in the site will be done useing a dichotomous key. The data are important because scientists need to know the diversity of species at each site to help model vegetation processes. APPENDIX F: ARIZONA REQUIRED SCIENCE SKILLS AND GLOBE There are eight goals designed to promote scientific literacy outlined in the Arizona Science Essential Skills Framework. Many Arizona schools now have computers and technology in their science classrooms, or available to them, but their effectiveness in enhancing science education and meeting the state goals requires complementary educational materials. GLOBE offers a constructivist approach to science and technology, and a way to incorporate Arizona science essential skills into the classroom. GLOBE is more than technology-based educational moduals: it is a global community of students, teachers and scientists engaged in real-world, hands-on, minds-on, interdisiplinary research. Outlined below are the eight Arizona science essential skills goals and the ways in which GLOBE can assist teachers in meeting these goals. Goal 1: Attitudes/Habits of Mind. "To develop positive attitudes and excitement toward learning science and technology and to build confidence in one's ability to do and understand science." Key to GLOBE is the relevancy of curriculum to student's lives. Key is school-site and motivation through relevancy of curriculum to student's lives. Environmental studies holds great urgency for today's science students. Root science education in a real- world setting with real-world relevance. Draw students away from the tedium of textbooks and lab exercises and engages them in issues concerning their community. Today there is too much sci knowledge to fit it into a textbook Goal 2: Nature of Science and Technology. "To develop an understanding about the nature of science and technology." GLOBE is especially helpful in distinguishing between technology and science. Students will actually gather scientific evidence by taking measurements and use technology to do so, and to report their scientific findings. Once again, experiential learning will assist in the development of student understanding. Goal 3: Science Content. "To acquire and apply appropriate scientific knowledge to interpret the natural world." Goal 4: History of Science. "To understand the historical contributions in science and the content in which they were made." Goal 5: Reasoning/Thinking Skills. "To develop intergrated thinking skills through science experiences." GLOBE centers around hands-on, minds-on repeated activities that ensure that students are given repeated opportunites to learn and use inquiry methods and problem-solving as well as problem-posing strategies that will contribute to their understanding of science and technology. Goal 6: Personal Use of Science and Technology. "To use experiences with science and technology in personal decision-making." Goal 7: Societal Impact of Science and Technology. "To increase understanding of the limits, possibilities, and interrelationships among science, technology, society, and the environment." Through the use of Internet visualizations and e-mail, GLOBE gives students the chance to compare notes with other students and with scientists from around the world, and also from the school next door. GLOBE encourages knowledge and understanding of local, state, national, and global issues and shows the interactions among science/technology/society that are so essential to scientific literacy. Goal 8: Laboratory Investigations/Hands-On Learning. "To acquire skills for learning through concrete and manipulative use of instruments and materials of science." GLOBE gives students many opportunities to learn science by doing science both in and outside the classroom. It includes a wide variety of hands-on interactions at age-appropriate levels, in growing difficulty from K through 12, through out a child's school career, so that students have repeated experiences with procedures of investigation, such as obeservations, measurement, and experimentation along with extensive interaction with eqipment and concrete materials. Schools often using very outdated equipment, even though much better equipment is available and even affordable. For more information contact: Locally: Jim Washburne Asst. Research Scientist Department of Hydrology and Water Resources University of Arizona Tucson, AZ 85721 Phone: (520) 621-9944 FAX: (520) 621-1422 Email: jwash@hwr.arizona.edu WWW Server: http://www.hwr.arizona.edu/globe_home.html Nationally: THE GLOBE PROGRAM 744 Jackson Place, NW Washington, D.C. 20503 Phone: (202) 395-7600 Info line: (202) 395-6500 FAX: (202) 395-7611 Email: info@globe.gov (mostly this text) WWW Server: http://www.globe.gov - - - - - - - - - - - - - cut - - - - - - - - - - - - - - - - REGISTRATION FOR A SCHOOL TO PARTICIPATE IN THE GLOBE PROGRAM Name of School _________________________________ Street Address _________________________________ City _________________ State/Prov _______________ ZIP _________ Type of school: Elementary ___ Intermediate/Middle ___ High School ___ Name of lead GLOBE teacher for the school _________________________________ Name of the School principle _________________________________ Phone numbers to reach the teacher and principle (with area code): Voice ( )_____________ FAX ( )_____________ Internet address for teacher or school, if available _____________________ CERTIFICATION I certify that this school meet the "basic requirements" to become a GLOBE school, as described above, and that the school intends to participate in the GLOBE Program for a period of at least 3 years. Signature of the lead GLOBE teacher _________________________________ Signature of the Principle _________________________________ Name of Local Educational Agency (LEA)(eg. school district): ______________________________________________________________ Name, title and Signature of LEA, if required to participate: ______________________________________________________________ All communications, materials, or other resources under this agreement are administered as a joint project between the registered school and the Federal Government through the authority of the U.S Dept. of Commerce, NOAA under 15 USC. 1525. (send to: The GLOBE Program, 744 Jackson Place, NW, Washington, DC 20503