EarthScope Cascadia Workshop: Team Sessions
Each of the four teams consists of three teachers, one curriculum developer, one team facilitator,
and one or more scientists. Data and tools providers will be available during the workshop to
consult with each team. By the end of the workshop on Friday, each team will produce:
Comprehensive set of team notes to be posted on workshop website (see below).
Activity outline, including:
o Story-line for a classroom activity
o Specific data sets needed to accompany the activity
o Data requirements (for example, file format, dates, station number)
o Specific needs for accessing the data (for example, internet connection, software
o Images and/or animations that would enhance the activity
o Strategies for assessment
After the workshop, a curriculum developer who is familiar with the Earth Exploration Toolbook
(EET: http://serc.carleton.edu/eet) will use the activity outline from one of the teams to craft and
publish a chapter for the EET. The UNAVCO education and outreach program will use the
activity outlines created by the other teams to develop classroom resources, perhaps including
subsequent EET chapters.
Team facilitators’ roles and responsibilities:
Keep the group on task. Monitor time and make sure that the team is moving forward at
an adequate pace to complete necessary tasks.
Coordinate notetaking. The facilitator can choose to be solely responsible for notetaking
or can assign different team members to take notes at different intervals during the
Ensure collaboration. Make sure that each member of the team has the opportunity to
contribute his/her knowledge, skills, and expertise during the workshop.
Team notes must be electronically submitted to Becca Walker (firstname.lastname@example.org) in a Word
document by the following dates and times:
Notes for Wednesday, August 2: due by 8 AM PST on Thursday, August 3
Notes for Thursday, August 3: due by 8 AM PST on Friday, August 4
Notes for Friday, August 4: due by 8 AM PST on Monday, August 7
Goals for each team breakout session:
The following are guidelines for tasks to be completed in groups. This is merely a guide, and it is
expected that there will be some degree of deviation depending on group work style. Some
examples of acceptable deviations include:
Teams may decide to spend more time than allotted in this suggested schedule on tasks
that they deem most important.
Teams may decide that they wish to complete tasks in a different order than listed below.
Teams may finish a particular task before the end of the breakout session and move on to
another task. The opposite may also be true, and teams may need to spend more time on a
particular task than designated in the schedule.
Some of the tasks below are not completed during the workshop. Ideally, teams will at
least address/think about all of the tasks.
Session 1: Wednesday, 3:15-4:45
Review and discuss results of group brainstorming for your team’s topic.
From this list, identify sub-topic on which you will base your activity outline.
If time allows, identify several standards that the selected sub-topic will address.
Data and tools providers will circulate during this session to get a sense of the topic that
each team will address in their activity outline. This will guide their work with teams on
Session 2: Thursday, 8:00-10:00
Begin developing a storyline for a classroom investigation of your team’s chosen sub-
topic. Over the course of today, teams will build an outline of necessary steps for students
to work through the storyline. Record ideas, bullet points, or actual text for a case study
that will take students through the story. Include major tasks that users will need to
complete, questions that will need to be answered, etc. Note in the progression of the
storyline where additional information/resources would be beneficial. Some individuals
have used the concept of a “detective story” to walk students through the case study.
Note: Teachers will be able to provide expertise on what pre-requisite knowledge
students would need to have prior to implementation of the activity. (For example, the
earthquake group might decide that their activity would be implemented after students
have learned about P/S/surface waves, focus vs. epicenter, and using wave arrival times from
three stations to determine where an earthquake originated. It would not be necessary to address
these topics in the team activity outline, but it would be helpful to provide a bulleted list of the
pre-requisite knowledge and skills.)
Consult with data providers and work to select one or more promising data sets for the
Session 3: Thursday, 10:00-12:00
Continue developing the storyline by populating the activity outline.
If necessary, continue consultation with data providers.
Session 4: Thursday, 1:00-3:00
Continue populating the activity outline.
Meet with tools provider to discuss images and/or animations to accompany the activity.
Session 5: Thursday, 3:30-4:30
If necessary, work with tools provider to discuss images and/or animations to accompany
Begin filling in gaps in activity outline. If applicable, add suggestions for “extensions”
that would allow the data to be used in different ways. (For example, in an activity
focusing on the nature of the plate boundary using geodetic data, a potential extension
activity might be a module on the concept of relative vs. absolute plate motion.)
Session 6: Friday, 8:00-10:30:
Finalize team activity outline.
Finalize DataSheet template.
Create Powerpoint slides. (Template will be available online by Friday morning.)
Submit team notes.