[00:00:04.879] Hello, thank you for joining our session. [00:00:06.940] Support NGSS, analyze [00:00:09.089] human impact on the environment with Gale [00:00:11.358] in Context environmental studies. My [00:00:13.778] name is Amber Winters and I am a senior training [00:00:16.170] consultant here with Gale [00:00:19.388] and I've got a brief agenda for us today. [00:00:21.449] So first we're going to talk about some of the supporting [00:00:23.760] content you're going to find within Galen [00:00:25.978] context environmental studies that's going to support [00:00:28.620] learning about human impact on the environment. [00:00:31.500] And we're going to walk through the resource and really dive [00:00:33.630] into how your students and your teachers can [00:00:35.779] find this content, the different tools [00:00:38.149] we have available and just how this is going to [00:00:40.179] really integrate into the classroom. [00:00:43.029] And then at the very end of the session, we'll have time [00:00:45.158] for questions and have up some [00:00:47.348] wrap up information as well. If [00:00:49.548] you do have questions as we move along today, feel [00:00:51.668] free to put those into the Q and A box [00:00:53.868] and I will be able to answer them kind of as we move [00:00:55.978] along. So [00:01:00.200] first, I want to point out when I'm talking about supporting [00:01:03.000] next gen standard, the one [00:01:05.129] I'm talking about today is going to be the core [00:01:07.359] idea HSE S S3, [00:01:10.278] which is Earth and human activity. [00:01:12.459] And this is specifically for the high school [00:01:14.620] level students gal and context. [00:01:16.730] Environmental studies is general speaking [00:01:18.750] developed for high school and above [00:01:21.028] level students. If you are [00:01:23.079] already having your middle school students use it with [00:01:25.168] success. Of course, you can continue doing [00:01:27.250] that. But for our session today, since this [00:01:29.329] resource is generally designed for [00:01:31.370] high school level students and up we're [00:01:33.599] going to be focusing on that type of content. [00:01:36.948] No, I won't get too much into GA and context [00:01:39.088] environmental studies just on the basic level. [00:01:41.448] Since this is a more advanced session, if you [00:01:43.510] need kind of the base information [00:01:46.019] about GA and context environmental studies, [00:01:48.338] I suggest taking a look at our gal [00:01:50.588] and context environmental studies introductory [00:01:52.750] webinar and that will give you kind of the basics [00:01:55.040] of the resource. But today we're going to jump right [00:01:57.099] into some more advanced information. [00:02:00.739] So first I want to talk about our subjects [00:02:02.769] brows and this is a screenshot taking a taken [00:02:05.088] actually right from the home page of Galen [00:02:07.269] context environmental studies. And [00:02:09.399] this has broken down some different key issues into [00:02:11.429] different categories that your [00:02:13.508] teachers and your students are going, going to be able [00:02:15.569] to browse through. [00:02:17.008] And I've pulled forward and highlighted a couple here [00:02:19.069] that are going to be really helpful when we're talking about [00:02:21.409] understanding [00:02:23.270] humans impact on the environment So [00:02:25.740] things like energy, land and water [00:02:27.819] use, pollution, legislation, [00:02:29.830] and organizations, populations [00:02:31.969] and states and provinces. Those are [00:02:34.020] all sections that you may want to point out to your [00:02:36.149] teachers or if you are an educator on the line, [00:02:38.580] that you may want to point out to students as [00:02:40.618] excellent places to start when we're talking [00:02:42.629] about how humans are interacting [00:02:45.020] with the world around them. [00:02:47.629] And each of these different issues that you'll see listed [00:02:49.960] here are actually built into topic pages [00:02:52.689] which are going to be really helpful, helpful [00:02:55.139] for just general learning and general studying [00:02:57.439] purposes. So at the very top [00:02:59.479] of all of our topic pages, students [00:03:01.689] are going to find a brief overview of whatever [00:03:03.808] the topic is. So it's a great way to introduce them [00:03:06.399] to whatever they're going to be learning about, [00:03:08.569] you'll see here. The screenshot is climate [00:03:10.770] change and small islands. So they have this [00:03:12.788] nice overview [00:03:14.750] underneath that. They have an on this page [00:03:16.819] section which is going to show them the different [00:03:19.058] content types we have available with results [00:03:21.460] related to this topic here. [00:03:23.689] And then down below that [00:03:25.368] they have those actual content buckets listed [00:03:27.460] below. So your students will be able to access [00:03:29.588] that content directly from this page without [00:03:31.659] even having to run a search. So [00:03:33.710] if they really prefer that kind of point [00:03:35.919] and click browse functionality, these topic [00:03:38.139] pages are going to be a great way for them to easily [00:03:40.210] find organized content ready to go for [00:03:42.288] them. So specifically [00:03:44.849] when we're talking about humans impact [00:03:46.929] on the environment, we have a couple [00:03:49.008] different topic page, [00:03:51.210] we'll call them categories that are going to be really beneficial [00:03:53.659] for students. So the first one is going to be topic [00:03:56.028] pages about background science. So [00:03:58.129] as you're starting off a unit with your students, [00:04:00.808] you have to make sure of course they understand the [00:04:02.849] science of whatever you're going to be learning about. Before [00:04:04.990] we even talk about human impact. They need to know [00:04:07.088] the basic science context. [00:04:09.270] They're going to find topic pages related to [00:04:11.349] those basic topics here on the platform [00:04:13.558] to get them started. [00:04:15.288] Some popular topics that they may see that you [00:04:17.319] may want to highlight for them climate variability, [00:04:20.088] drought weather, food [00:04:22.220] chains and wild economics, economic [00:04:24.809] ecosystem structures and [00:04:26.838] things like that. So these are again, really the [00:04:28.910] basic topic pages that are going to help [00:04:31.278] kind of propel your students forward with their learning. [00:04:34.889] And once they do understand that background science, [00:04:37.259] they've got their footing kind of on that side of things, [00:04:39.639] then they can start to take a look at some of the different [00:04:41.879] human technologies that we've started creating. [00:04:44.519] Again, this is kind of the next step. So now [00:04:46.660] they know the basic science. Now they need to know what we're [00:04:48.790] doing to interact with that science. So [00:04:51.278] they can take a look at some different human made technologies [00:04:54.619] some popular topics in this field are things [00:04:56.769] like industrial agriculture, renewable [00:04:58.850] energy, electronic vehicles [00:05:00.879] are starting to become more and more popular. And we're seeing [00:05:03.088] more and more content added relating to that [00:05:05.290] topic, plastics, oil drilling, [00:05:08.230] really all of the different technologies that you could [00:05:10.329] think that are going to impact the environment. We've [00:05:12.470] tried to include in our resource here [00:05:15.879] and taking another step further from this. Once [00:05:17.928] we know what humans are doing, [00:05:20.540] we can start to kind of take a look at some different current [00:05:23.088] and historical events that have already happened related [00:05:25.569] to the environment. So [00:05:27.230] we know about oil drilling. Now we [00:05:29.238] may want to know about oil spills. [00:05:31.319] So again, we're taking another step forward. [00:05:33.608] Now, we know [00:05:34.759] what the environment is, we know what humans are doing. [00:05:36.959] What are some different things that are kind of [00:05:39.480] results of the technologies that we've created [00:05:41.949] here. So again, a huge [00:05:44.139] list of popular topics. some [00:05:46.399] students may already be familiar with like [00:05:48.509] the three Mile Island nuclear incident. The [00:05:50.528] BP oil spill is a very common, [00:05:53.100] common subject that's studied, [00:05:55.108] but they also find things like the Great smog of [00:05:57.220] London that they'll be able to take a look at. [00:05:59.358] And I do want to point out here, you notice a lot of [00:06:01.480] these different topics aren't um [00:06:03.970] focused it within the United States, [00:06:06.160] this is a global resource. So of course, [00:06:08.170] they'll find quite a bit of content. [00:06:09.889] related to the US and incidents [00:06:12.298] and you know, topics that are going on in the US [00:06:14.369] right now. But we also include a huge [00:06:16.449] collection of global issues [00:06:18.670] and global bits of content. So [00:06:21.000] students are going to get kind of a holistic view [00:06:23.358] of what's going on with the environment, not just how [00:06:25.869] the United States is interacting with it, which I think [00:06:28.079] is really beneficial because students [00:06:30.269] can kind of start to compare and contrast how the US [00:06:32.569] is working versus how other countries are working [00:06:34.579] to mitigate [00:06:36.699] the impact of humans on the environment. [00:06:40.559] Now. Moving forward from there, we [00:06:42.639] can also take a look at some different environmental policy [00:06:45.209] and legislation topic pages. So [00:06:47.548] again, another more detailed step that we're [00:06:49.639] taking, we're going to be able to see [00:06:51.649] again globally how governments [00:06:53.660] are working to mitigate [00:06:55.470] human impact on the environment. [00:06:59.100] Some great topics, Green New Deal [00:07:01.278] has a really nicely built out topic page. [00:07:03.548] It's going to help students understand that [00:07:05.910] the United Nations Climate Change Conference [00:07:08.199] students can learn about that. The Paris Climate [00:07:10.290] Agreement, we even have topic pages [00:07:12.309] related to different government [00:07:14.389] entities like the EPA or the World Health [00:07:16.488] Organization. [00:07:18.259] So that would really be able to drill down to [00:07:20.488] all aspects of human environmentalism [00:07:23.069] to really get an understanding of what's being done. [00:07:25.500] And if it's helping and if [00:07:27.629] it's not helping how we might be able to change it, manipulate [00:07:30.088] it to make it. So it does benefit the world. [00:07:33.920] And finally one last topic page type [00:07:36.250] that I want to point out are going to be our topic [00:07:38.449] pages related to states and provinces. [00:07:41.088] So we do have all 50 states [00:07:43.709] have their own prede developped topic page. [00:07:45.819] You'll see, I've just pulled out California here. [00:07:48.278] same as the other topic pages, a brief [00:07:50.548] overview about the state or the Canadian [00:07:52.670] province. We do include Canadian provinces [00:07:54.730] as well. Some quick facts listed [00:07:56.829] here and then all of our content [00:07:58.970] is listed down underneath here. That's going to be related [00:08:01.069] to California. So they'll find [00:08:03.838] news reports and reference articles specific [00:08:06.149] to what's going on in California. [00:08:08.059] If they are really trying to fine tune [00:08:11.028] what they're learning about that's happening directly around [00:08:13.379] them. Now, [00:08:17.369] moving forward from topic pages, of [00:08:19.420] course, we wouldn't have topic pages without our great [00:08:21.699] content types. So the first [00:08:23.910] is kind of what you would expect from an in [00:08:25.959] context resource. It's going to be reference [00:08:28.119] and news reports. So of course, these are [00:08:30.139] designed to support the basic understanding [00:08:32.500] of different ideas, different [00:08:34.969] events, things like that. [00:08:36.879] Um And kind of show how that's [00:08:39.019] being integrated within society. So bringing [00:08:41.210] the classroom to the real world is [00:08:43.219] kind of the point of those reference and news articles [00:08:46.139] moving forward from that, we also have [00:08:48.288] a huge collection of statistics [00:08:50.690] and infographics and those infographics [00:08:52.798] are actually [00:08:54.058] um [00:08:56.558] interactive, sorry, I completely lost my train of thought, [00:08:58.840] they're interactive. So students will be able to kind [00:09:01.058] of click and hover over different [00:09:03.239] parts of graphs and charts to understand [00:09:05.379] what they're actually telling them. This is [00:09:07.509] a great feature, especially if you are kind [00:09:09.779] of working on SAT prep and you want to get [00:09:11.840] students engaged with graphs and [00:09:14.000] charts and understanding how to read them. They'll find [00:09:16.080] a lot of that content right here on our platform, [00:09:19.889] we have a huge collection of multimedia materials [00:09:22.379] as well. So your students will find things like images [00:09:24.779] and videos, audio files, like podcasts [00:09:27.340] even. And these are great for struggling readers, [00:09:29.639] but also great for teachers who are maybe looking for [00:09:31.989] a quick bell ringer activity. You know, we could pull [00:09:34.178] up a picture and have students analyze [00:09:36.440] that picture, tell the teacher how they feel [00:09:38.599] about the picture, what they can kind of gain from it. [00:09:41.609] It's a great way to add some [00:09:43.489] some variety into lessons [00:09:45.629] is to have this great multimedia content [00:09:48.658] and finally, a little bit more advanced content, [00:09:50.950] we do include case studies conferences [00:09:53.690] and academic journals within this resource. [00:09:55.729] So if you're teaching maybe an A P environmental [00:09:58.070] studies course or just a higher level [00:10:00.428] course, this material is going [00:10:02.590] to be really helpful for your students [00:10:05.119] and what I love with having the academic journals [00:10:07.298] and this resources if they start to kind [00:10:09.440] of take a look at those and they're a little bit overwhelmed [00:10:11.599] by that level of content. They [00:10:13.658] can just back out back to the topic page [00:10:15.879] and take a look maybe at a reference work instead. [00:10:18.418] So they have that kind of safety net of [00:10:20.710] lower level content. So they [00:10:22.750] can kind of dip their toes into that academic [00:10:25.158] level materials without feeling completely overwhelmed [00:10:27.969] and like they need to shut down and turn off the resource. [00:10:34.038] Now, I wanna jump right into the resource here so you [00:10:36.149] guys can see how the your students [00:10:38.250] are going to be able to find this content, the tools [00:10:40.349] they can use to really kind of engage [00:10:42.750] their learning. Before I move [00:10:44.869] over though, do we have any questions? I haven't [00:10:46.969] seen them come into the Q and A, but I do want to make [00:10:49.149] sure I answer anything that comes up. [00:10:56.629] Ok. Well, I don't see anything. So [00:10:58.678] let's go ahead and keep rolling then. [00:11:00.639] So this is our home page here of Gale in [00:11:02.678] context environmental studies. If you haven't been [00:11:04.719] on it recently, I'll just point out [00:11:06.859] scrolling down here. We pull forward a few different [00:11:09.219] issues of interest. Generally [00:11:11.239] these change monthly. for [00:11:13.259] anyone watching this recording, this is actually [00:11:15.548] recorded in December. So you'll see, we've pulled [00:11:17.629] forward some topics that are [00:11:19.729] pretty relevant for the month of December, things [00:11:21.899] like packaging, [00:11:23.428] fast fashion [00:11:25.619] and food security. So of course, we're around the [00:11:27.928] holidays and we're ordering a lot of things online. [00:11:30.330] So packaging is a huge thing that you may want to teach [00:11:32.389] your students about, you know, you're ordering these [00:11:34.450] things and you get £20 of packaging for your [00:11:36.590] £5 of whatever you bought. [00:11:39.009] it's an interesting topic. So we've chosen [00:11:41.070] to pull it forward at the top here and again, those generally [00:11:43.119] change monthly. If there is some sort [00:11:45.279] of ongoing [00:11:47.320] event happening that we think needs [00:11:49.500] attention for more than just one month, then it may [00:11:51.570] stick here in the carousel for a little bit. But [00:11:53.710] generally they generally, these are going to be changed [00:11:56.080] monthly. [00:11:59.038] Now, let me scroll down here. So as you remember, [00:12:01.269] I took a screenshot of this section [00:12:03.288] to show you the different browse issue [00:12:05.469] sections here. So students [00:12:07.570] can click directly into any of these topic pages [00:12:10.359] or they can click to view all of the, [00:12:12.469] the different topic pages that fall under these categories. [00:12:15.119] So let's just click into [00:12:16.950] we'll do pollution. [00:12:19.590] And when I click into pollution here, if I start to scroll [00:12:21.779] down, these are all of the topic [00:12:23.859] pages that we've [00:12:25.719] kind of tagged to the pollution category. [00:12:29.070] And I do want to mention if students are kind [00:12:31.099] of browsing through this and they don't find exactly what they're [00:12:33.269] looking for. You know, sometimes students have [00:12:35.389] a really, really specific topic [00:12:37.428] that maybe isn't studied as frequently. [00:12:39.700] They may not see a premade topic page [00:12:42.090] for that topic. So all they need to do [00:12:44.178] is run a search instead and they'll still pull content. [00:12:46.859] It's just that we don't have one of these curated [00:12:49.009] pages. [00:12:51.960] If they don't find what they're looking for here, but they do [00:12:53.989] still want to kind of point and click, they can [00:12:56.070] also choose to change their topics here. [00:12:58.440] So remember initially, we clicked into pollution. [00:13:01.149] I could change to earth systems here. [00:13:03.788] I could also change to view all [00:13:05.960] I will just warn, you'll see when I scroll down here. [00:13:08.029] Viewing all gives a pretty hefty [00:13:10.279] list of content. So I would just [00:13:12.389] warn students, um, if they are planning on viewing [00:13:14.649] all, then they should probably be ready to weed [00:13:16.759] through a little bit because we do have a lot [00:13:18.989] of content listed here. [00:13:22.619] And students can also find topic pages by [00:13:24.798] searching. So if they decided to run [00:13:26.869] their search first and their search topic [00:13:29.219] does have a topic page, they can actually click [00:13:31.469] right into that. So they still get that kind of organized [00:13:33.849] page. So I'm gonna search for [00:13:35.869] solar energy today. [00:13:38.558] You'll see when I start typing in here. I have a few [00:13:40.739] different bolded options that appear [00:13:42.788] here under my predictive text. Anything [00:13:45.099] that's bold is going to be a topic page [00:13:47.469] so students can click directly into those bolded [00:13:49.489] options and be pulled to those pages [00:13:52.279] down underneath there. Those are just predict predictive [00:13:54.869] texts that are going to run basic searches [00:13:57.830] for your students. But let's click into [00:13:59.869] solar energy here. Today. [00:14:06.168] There we go. [00:14:07.219] So again, on our topic pages at the very top, [00:14:09.369] they're going to have an overview of whatever the topic [00:14:11.719] is. Of course, with solar energy, this is really [00:14:13.750] kind of the background [00:14:15.940] topic page, given the background about [00:14:18.038] what solar energy is. Of course, it's going to start [00:14:20.070] integrating [00:14:21.058] some of the different technologies humans have [00:14:23.158] made as well. So it's going to give your students [00:14:25.639] a few different steps in learning about human [00:14:27.668] impact on the environment, [00:14:29.779] scrolling down, you're going to see all of the [00:14:31.820] different bits of content we have related to this [00:14:33.989] page. So something I didn't mention [00:14:36.210] previously is we do also include biographies. [00:14:38.820] So if we have individuals that are [00:14:41.158] really um you know, important to a specific [00:14:43.219] topic or really relevant to whatever [00:14:45.308] topic they're looking at a lot of times they'll [00:14:47.349] see different biographies for individuals as well, [00:14:49.369] so they can learn about individuals in the field [00:14:53.330] scrolling down under this. Now, you'll see, I have all [00:14:55.830] of my results listed in these nice different content [00:14:58.219] packets. So students will be able to find [00:15:00.399] things nice and easily and simply. [00:15:02.889] And I also want to point out here you'll see under [00:15:05.058] our academic journals and also under [00:15:07.119] a lot of our case studies, [00:15:09.629] we have a peer reviewed flag. So if you are [00:15:11.808] working with students who have that higher level [00:15:14.599] lesson in mind and [00:15:16.719] they need to have peer-reviewed content. We [00:15:18.750] do have a flag already created for them. [00:15:20.908] So they'll just have to look for those as they start running [00:15:22.928] through their searches. But of course, they're going [00:15:25.080] to find those mostly in the academic [00:15:27.379] journals section and in the case studies [00:15:29.750] section, [00:15:32.590] I'm gonna scroll down just a little bit more here [00:15:34.759] because I do wanna show you our infographics and [00:15:36.918] sta statistics sections. [00:15:39.739] These are really great again for students [00:15:42.070] who may be just trying to get some information on their [00:15:44.090] own. But also for teachers who are maybe [00:15:46.139] trying to pull stats to incorporate into their [00:15:48.298] lessons instead of kind of running through [00:15:50.729] a you know, a Google search and finding a billion [00:15:52.969] different things that may not actually be super relevant [00:15:55.070] or super current. [00:15:56.820] They can take a look here at [00:15:59.210] excuse me, our different infographics [00:16:01.379] and statistics that might give them some information. [00:16:03.558] So let's take a look at one of our infographics [00:16:06.019] which are going to be those [00:16:08.940] excuse me, which are going to be those [00:16:11.359] interactive pieces here. [00:16:14.298] So once I scroll down now and this one is talking [00:16:16.379] about solar PV, cost and capacity [00:16:18.558] in the United States. [00:16:20.298] So when I start to scroll down here, you'll see it's [00:16:22.349] giving me these great stats and I can hover [00:16:24.369] over these and it's going to tell me [00:16:26.859] what these bars or what these points [00:16:28.869] on this line actually mean, [00:16:31.710] which is going to be really great for students [00:16:34.029] who are struggling with reading charts [00:16:36.058] and with comprehending charts, we're really trying to guide [00:16:38.219] them to understand what this all means. You'll [00:16:40.279] see, I can also hover over these [00:16:42.658] little bits down here. So it'll kind of blur [00:16:44.979] out the other part of the graph. So they'll only [00:16:47.250] see maybe the price here [00:16:49.379] or the installed capacity here. [00:16:53.080] And a lot of times we'll have more than one [00:16:55.090] interactive section within an entry. You'll see this [00:16:57.250] one has two. [00:16:58.979] So the second one is cumulative [00:17:02.080] solar installation. So you will see [00:17:04.489] the solar installations [00:17:07.218] kind of moving forward from 2010 to [00:17:09.259] 2021. [00:17:11.818] And again, I can hover over any of these. This [00:17:13.880] one is just telling me the actual number. [00:17:16.130] So I'll be able to hover over this and see in 2018, [00:17:18.868] it was 12,845 [00:17:22.009] installations. [00:17:24.468] Another great feature is students [00:17:26.538] can kind of compare each of these graphs. They may need [00:17:28.769] to make this a little smaller to see both on the page, [00:17:31.057] but they may notice that as the cost [00:17:33.198] is going down, [00:17:35.279] the installations is going up. So [00:17:37.410] they can start to kind of maybe research that is that [00:17:39.549] actually something that [00:17:41.739] could be a a causative relationship or [00:17:43.789] is that maybe just a correlation is maybe [00:17:45.900] something else kind of [00:17:47.358] increasing the speed of solar [00:17:49.719] installations. It's a great way to get them [00:17:51.930] started thinking critically about what's going [00:17:54.029] on in the world and about how different [00:17:56.130] factors are interacting with each other. [00:18:00.868] So I'm gonna hit the back button to go back here to [00:18:02.939] our topic page. [00:18:06.939] And now I want to show you some of the different [00:18:09.229] tools we have available. Let's scroll [00:18:11.259] back up here on a document. So [00:18:13.309] once your students or your educators find [00:18:15.459] a document, they think is really beneficial. There's a lot they [00:18:17.509] can do with it. [00:18:18.598] So I'm just going to open up the over overview [00:18:21.029] today and use that document [00:18:25.910] so quickly, I'll point out you'll see on this right [00:18:27.969] hand side, we have an explore panel that's [00:18:30.180] going to help your students move their learning forward. [00:18:32.650] It's going to give articles that are similar to this [00:18:34.799] one and it's also going to show [00:18:36.858] the article content. So if this is a long [00:18:38.939] article may be broken into [00:18:40.799] you know, four or five sections, they'll find each [00:18:42.920] of these sections here and they can click to [00:18:45.009] one specifically. So they don't have to read all [00:18:47.328] the way through a long article. [00:18:49.759] And at the very bottom of all of our articles, we [00:18:51.858] do include our source citations. [00:18:54.430] So if your students are using this for a project, then they [00:18:56.459] need to cite their sources. We have them premade [00:18:58.699] for them here. You'll see, we have a few different [00:19:00.890] options. We have Mlaap, a Chicago or [00:19:02.979] Harvard. [00:19:04.118] If they want to, they can export the citation [00:19:06.420] to one of these tools, they can send it over to [00:19:08.439] their drives or if they're using noodle tools [00:19:10.559] they can use that. [00:19:12.170] And they also have the option to find the citation [00:19:14.309] in our toolbar at the top of the page here as well. [00:19:16.549] So you'll see, we have a little side button. [00:19:19.358] This is providing them with the same citation. [00:19:21.509] We've just included it in two separate places. [00:19:23.539] So hopefully they'll see one [00:19:25.670] or the other. Of course, a lot of times students aren't [00:19:27.809] going to scroll all the way down to the bottom [00:19:29.930] of an article, they're probably going to read through, [00:19:32.029] find what they need and then stop. [00:19:34.229] So in that case, we have the citation [00:19:36.289] button readily available for them. So they won't [00:19:38.328] need to scroll all the way down [00:19:39.920] and again, the functions the same, I can select [00:19:42.250] copy and paste it or I can send it to one of [00:19:44.309] these great tools. [00:19:48.390] They can also choose to save this document. [00:19:50.539] They won't be able to save it on the platform, [00:19:52.680] but they can send it out somewhere to kind of [00:19:54.759] save it for themselves and they can do that using the [00:19:56.900] send to button up top here. So [00:19:59.098] when they click into this, you'll see they can send over to [00:20:01.118] their Google drive their Onedrive or their [00:20:03.279] email. So if this is something they may need, [00:20:05.699] you know, to work in a group for [00:20:07.809] a project on and they wanna share it out with their group, [00:20:10.318] they could save it over to their drive [00:20:12.680] and they could share it with their group that way [00:20:14.779] or they can email it to their group members as [00:20:16.858] well. A great way to [00:20:18.880] save this content. They also have the [00:20:20.910] option to download or print this document [00:20:22.939] if they would prefer to have it saved that way. [00:20:26.039] And these tools are also found down here [00:20:28.430] and these little buttons. So students, again, [00:20:30.650] there's a little bit of redundancy with where we've put [00:20:32.868] our tools. So hopefully, students will see [00:20:35.189] if they don't see the send to button, hopefully they'll [00:20:37.199] see their drive buttons and they'll be able to choose which [00:20:39.410] one they want to use. [00:20:41.969] And this resource is integrated with Google [00:20:44.180] Classroom as well. So many educators on the line [00:20:46.368] who are using Google Classroom, if [00:20:48.420] you find a piece of content, not just an article, [00:20:50.449] but if you find like a video or a podcast that [00:20:52.559] you think it's going to be really helpful for students, [00:20:55.130] you can actually use our Google I [00:20:56.920] Google classroom icon [00:20:59.009] up top here [00:21:02.959] and you can do just what you would normally do [00:21:06.489] within Google classrooms. So you can create an assignment, [00:21:08.719] ask a question. [00:21:11.618] And when you do that, it's going to link here whatever [00:21:13.729] page you're on. So this is a great way to assign [00:21:15.989] content directly from this resource. [00:21:18.170] You don't even have to get off the page, you'll have it here [00:21:20.608] ready for them. So you'll fill it all out with, assign [00:21:23.689] close out and you can continue on with whatever you're [00:21:25.759] doing. So if you're maybe planning for more lessons, [00:21:28.318] you can just move right on forward and that's ready [00:21:30.900] and live for your students. [00:21:35.318] Another way we can share content is to [00:21:37.400] use this get link feature up top here [00:21:40.000] and this provides a persistent URL to whatever [00:21:42.219] page you're on. So if you are [00:21:44.430] an educator, maybe you're building a lesson about solar energy [00:21:46.818] and you want students to read this kind of introductory [00:21:49.309] article before they start kind of diving [00:21:51.699] in on their own, [00:21:52.799] you can copy and paste this link to [00:21:55.140] the syllabus [00:21:56.150] or in a discussion board post or [00:21:58.189] an announcement and this link is never going [00:22:00.309] to break. So you don't need to worry about, you know, checking [00:22:02.400] it yearly. [00:22:03.900] This thing is going to be ready to go for them. [00:22:09.309] Now, we also have a few different ways we can manipulate [00:22:11.500] the text here. So if students are interested [00:22:13.900] in this, but maybe they're struggling [00:22:16.259] readers a little bit and they're having trouble reading through [00:22:18.309] this content, we've got some great tools that are going to [00:22:20.338] help them out and they're all found here on [00:22:22.380] this left hand side. [00:22:24.368] So the first is going to be our translate button, you'll [00:22:26.449] see students will be able to translate this article into [00:22:28.608] whatever language they need [00:22:31.660] and they can also set an interface language [00:22:33.809] which is going to change the language of all of the different [00:22:36.098] buttons and tools that you see here. [00:22:38.318] So to change those to whatever language they choose, [00:22:43.390] choose Spanish here. There we go. [00:22:46.809] You'll see all of these buttons now and all of these [00:22:48.969] tools have changed and they do need [00:22:50.989] to translate the article separately [00:22:53.390] from the interface. I recommend if [00:22:55.420] they are planning on using both of those translations, [00:22:58.108] right? When they click on the session, if they come [00:23:00.209] up to this gray bar, you'll see they have the option [00:23:03.000] to choose a translation here that's [00:23:05.259] going to change their interface. Then [00:23:07.439] as they start to click through, they'll be able to [00:23:09.469] go directly here to this translate and [00:23:11.739] translate their article as they move along [00:23:15.430] right next to that translate button. We do have options [00:23:17.880] to increase or decrease the font size. [00:23:21.588] And next to that, we've got some great display options [00:23:23.699] here as well. So I could change the background [00:23:25.939] colors on my screen. [00:23:28.019] I can change the font here. We do have a dyslexia [00:23:30.489] font available. So if you have students [00:23:32.588] who prefer to read with that font, [00:23:34.689] they can click into that directly here [00:23:38.588] and then they can also change the line letter and word [00:23:40.608] spacing. [00:23:42.108] So again, really trying to make this a lot more accessible [00:23:44.660] for students who may be struggling readers or who just, [00:23:47.219] you know, have a hard time looking at a computer screen [00:23:49.380] for a long time. I think we all have that problem [00:23:51.959] sometimes. So this is really going [00:23:54.029] to help them customize how they see the content. [00:23:56.759] I'm just going to change it back to my defaults today [00:23:59.180] though. So [00:24:01.539] right next to those display options, I also have [00:24:03.680] my listen button. [00:24:05.318] I'm just gonna open it up here. And [00:24:07.660] my listen is going to read the full text to me and it [00:24:09.739] does read in whatever language this article [00:24:11.920] is translated to. So if your students [00:24:14.049] prefer to have this article in Spanish, but [00:24:16.108] also want it read to them, [00:24:17.789] they'll just translate first and then hit play and [00:24:19.848] it's going to read to them in Spanish. [00:24:22.939] They do have the option to download this. So if [00:24:24.969] they want to maybe save [00:24:27.338] this for later, they can certainly do that. You'll [00:24:29.469] see, I've got this little settings gear here [00:24:32.259] that's going to give a few different options for [00:24:34.368] when it's reading through, it can read through faster [00:24:36.489] or slower, it can scroll [00:24:38.539] as it's reading. And you'll see, we've got a few different colors [00:24:41.259] listed here for highlighting as it's reading through. [00:24:47.598] Now. One final tool I wanna go over before [00:24:49.729] we end off, our session is going to be our highlights [00:24:52.209] and notes tool. This is gonna be really [00:24:54.259] handy for any students who [00:24:56.739] are you know, building research for a project [00:24:59.189] or who are just trying to point out key points also [00:25:01.759] great for teachers if they're trying to pull out key [00:25:03.910] points for students, they can do that as well [00:25:06.219] just to click and drag [00:25:08.088] and then we will choose the highlight color, they can add [00:25:10.098] a note [00:25:15.529] and then they just save it [00:25:17.618] and they'll be able to go through and kind of hover [00:25:19.739] over anything. They want to a great way [00:25:21.779] to use. This feature is if students are preparing [00:25:24.118] to [00:25:25.009] write their own claim, evidence, reasoning [00:25:28.019] articles or papers [00:25:30.578] projects a great way to do [00:25:32.650] that is to have teachers find an article [00:25:35.769] that's um [00:25:37.910] that's making a claim and then have [00:25:40.078] students choose three different highlight colors [00:25:42.098] and have them highlight the claim of the [00:25:44.160] article, the evidence of the article and the [00:25:46.219] reasoning of the article [00:25:49.289] and then send it over to teachers, they can use [00:25:51.689] the send to and send it over through Google or Onedrive [00:25:53.969] or they can email it [00:25:55.549] and teachers will be able to see if students [00:25:57.630] really understand what a claim versus piece [00:26:00.160] of evidence versus a reasoning is. [00:26:02.259] So as students start to write their own claim, evidence [00:26:04.479] reasonings, they've got that basic [00:26:06.719] understanding of it. [00:26:08.469] So a nice way to just integrate that [00:26:10.799] highlights notes. But of course, these highlights [00:26:13.140] zones are just great for students to use on their own as well. [00:26:15.410] So they don't forget where they are. They'll be able to really [00:26:17.519] simply highlight and find the content that they need. [00:26:25.430] Now, those are the topics I have for you today [00:26:27.578] and those are the tools we're going to take a look at. [00:26:29.699] I'm going to jump back over to my slide booth. [00:26:31.848] I do have some wrap up information. But does [00:26:34.029] anyone have any questions about the content? [00:26:36.239] We went over how we can [00:26:38.259] best support learning about the human [00:26:40.699] humans impact on the environment? [00:26:46.019] OK? I don't see any. So let me [00:26:48.049] give you just some quick wrap up information [00:26:50.229] in case you need to reach out to us, looking for more [00:26:52.410] information. So you all have access to [00:26:54.489] a customer success manager who's really [00:26:56.750] here to help you best implement [00:26:58.920] these resources in your learning community. You've got [00:27:00.969] some great best practices [00:27:03.213] and great support materials that can help you out. If you [00:27:05.233] don't know who your customer success manager is, [00:27:07.614] feel free to send an email to gale.customerssuccess@cengage.com [00:27:09.805] and [00:27:11.854] we'll forward you to the correct individual. You can [00:27:13.973] set up a time with them. Kind of go over [00:27:16.035] how exactly you can get this to your learning [00:27:18.314] community specifically. [00:27:20.469] If right now, you don't have access to gale in context [00:27:22.709] environmental studies, but you like what you [00:27:24.719] see and you want to learn a little bit more about it. Reach [00:27:27.000] out to your sales consultant. If you don't know who that [00:27:29.150] is, just go to support.gale.com/repfinder, [00:27:33.140] you'll put in your information and you'll see who you [00:27:35.189] should reach out to [00:27:37.068] and we do have some great premade materials [00:27:39.209] available for you related to gale in context [00:27:41.358] environmental studies. We have things like lesson [00:27:43.680] plans and scavenger hunts, tip sheets, [00:27:45.699] flyers, Welcome letters [00:27:48.239] all of that pre created for you to make sure you can give this [00:27:50.338] information to your learning community and use the resource [00:27:52.930] successfully. So if you need any sort [00:27:54.979] of material like that, just go ahead and go to support.gale.com, [00:27:58.900] you'll be able to pull all of that content [00:28:01.630] and I do have a link for a session survey [00:28:03.809] here. So if you have the time, I would really appreciate [00:28:06.170] you take that. It is just [00:28:08.410] bit.ly/galetrainingeval [00:28:09.969] or you can scan the QR [00:28:12.420] code here and it will launch that for you on your phone [00:28:14.539] as well. Now [00:28:17.059] again, I haven't seen any questions come [00:28:19.140] in, so I'm going to go ahead and end the session today. [00:28:21.430] I do appreciate everyone for being on the line. [00:28:23.759] If you think of questions. Once we're [00:28:25.848] off the session today, feel free to respond to my [00:28:27.989] follow up email and I'll be able to answer those for [00:28:30.239] you. Ok? So please enjoy your day and [00:28:32.338] hopefully we'll see you in future sessions. Bye [00:28:34.489] bye now.