## Systems Lesson Plan

# Introduction: 

# Computers and the internet support four major functions in GLOBE; Data Entry, Student Research, Implementation Support, and Community Building. The training of the mechanics of these functions should be fully integrated with the training of the science, education, and implementation portions of the Program. 

# 

# Participant outcomes and topics to be taught: 

After this training, participants will be able to do the following:

> Enter Data
>
> Logging in to the server, School ID
>
> Study site definition for all investigations

### Study site editing

> Enter data for all measurements

Use the GLOBE server to support student research

> Find schools in the GLOBE database
>
> Retrieve raw data and create maps and graphs of GLOBE student data
>
> Retrieve raw data and create maps and graphs of reference data
>
> Compare GLOBE student data and reference data
>
> Contact and communicate with other GLOBE schools and GLOBE scientists

Publish and share results of research

> Find GLOBE program and implementation information

Access Franchise and Country Administration Pages

Teacher\'s Guide

Scientists Corner

Educators\' Forum

Special Events

GLOBE Stars/Bulletins/Newsletters

Teacher Workshops

Help Topics

Build relations/projects with other GLOBE
teachers/schools/franchises/counties

> Find schools in the GLOBE database

School To School

Read and send GLOBEMail

Read and post to Educators\' Forum

GLOBE Countries / U.S. Franchises

Share GLOBE experiences with others via the website

**Instructional Strategies:**

We have two major instructional themes for training the use of the GLOBE
systems. First, all computer features should be introduced in the
context of the functions in which they support. Second, computer lab
time should consist of primarily hands-on, self-paced activities.

The processes of logging in, study site definition, data entry, data
retrieval and visualization, and student inquiry will be covered in each
of the protocol sessions and the student inquiry session. Specifically,
the Atmosphere session will be scheduled and structured to include 90
minutes of hands-on computer time. This 90-minute session will deal
specifically with entering, looking at, and performing inquiry with
atmosphere data. This session will include a self-paced, hands-on, data
exploration activity, for example \"Maximum, Minimum, and Current
Temperature -- Looking at the Data Exercises\". The 2.5 hours session on
GLOBE Student Inquiry will also include a significant hands-on
component. See the Student Inquiry Lesson Plan for details.

There will also be a 2.5 hours session \"Computers in GLOBE\" that will
discuss and provide hands-on practice with the main program functions
supported by the GLOBE computer systems. This session will be comprised
of a 30-minute lecture, a 30-minute overview of the administrative
functions of the server (primarily the franchise and country
administration pages), and 1.5 hours of self-paced, hands-on activities.
These exercises will include the \"GLOBE Website Features Exercise\" and
additional looking at data exercises similar to \"Maximum, Minimum, and
Current Temperature -- Looking at the Data Exercises\".

# Interconnections to and requirements on other topic areas:

Each science investigation training section will present in detail site
definition, UT, solar noon (if applicable), data entry, and the
differences if any between data collection sheets and web data entry
pages. Whenever possible, this will be done in a computer lab with each
participant able to have hands-on experience. When a computer lab is not
available, trainers may use a single connected computer with a projector
or viewgraphs to demonstrate the procedures. Whatever the method, it is
important that every data entry field be fully explained and discussed.
Each investigation area should also present at least one example of
looking at data suitable for use either with \"canned\" data or with
live internet access.

**Implementation Strategies:**

-   Whenever possible, collocate the computer lab with protocol training
    facilities and train the systems as part of the \"data life cycle\"
    of collection, recording, entry, and use.

-   Don't train the tools out of context. If you can\'t think of how a
    teacher would use a particular part of the website, then you
    probably shouldn\'t be training it anyway.

-   Avoid \"watch me click\" and \"let\'s all click together\" type
    instruction. People learn websites by exploring them on their own.
    Use structured self-paced exercises to guide them through the
    process of exploration. Don\'t teach them where things are; teach
    them how to find things.

-   When working one-on-one resist the temptation to grab the mouse and
    show how it is done. It is important for participants to see that
    not only can they do it, but they can\'t break anything by trying
    the wrong thing. Try to remember what it was like to not know how to
    use a computer.

-   You can\'t teach every aspect of every feature of the website, so
    don\'t try. Instead, get people interested and excited about the
    things that can be done with the tools and they will make the
    investment in learning how to use them.

# 

# Times:

Note: This reflects minimum times. Additional hands-on computer lab
should be included in each protocol training session if computer
facilities are accessible.

Atmosphere hands-on site definition/data entry/view data 90 minutes

Role of Computers and the Internet in GLOBE (lecture) 30 minutes

Franchise and Country Administration Tools 30 minutes

Hands-on computer lab exercises 90 minutes

# Handouts and other supplemental materials

30 min presentation Role of Computers and the Internet in GLOBE

Cheat sheet for site def/data entry (based on existing?)

Cheat sheet for searching, maps, and visualizations

Data Exploration/Visualization exercises

Site Structure and Features exercises