Gale Training

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Hello, thank you for joining our session.

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Support NGSS, analyze

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human impact on the environment with Gale

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in Context environmental studies. My

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name is Amber Winters and I am a senior training

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consultant here with Gale

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and I've got a brief agenda for us today.

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So first we're going to talk about some of the supporting

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content you're going to find within Galen

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context environmental studies that's going to support

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learning about human impact on the environment.

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And we're going to walk through the resource and really dive

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into how your students and your teachers can

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find this content, the different tools

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we have available and just how this is going to

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really integrate into the classroom.

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And then at the very end of the session, we'll have time

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for questions and have up some

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wrap up information as well. If

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you do have questions as we move along today, feel

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free to put those into the Q and A box

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and I will be able to answer them kind of as we move

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along. So

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first, I want to point out when I'm talking about supporting

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next gen standard, the one

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I'm talking about today is going to be the core

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idea HSE S S3,

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which is Earth and human activity.

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And this is specifically for the high school

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level students gal and context.

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Environmental studies is general speaking

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developed for high school and above

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level students. If you are

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already having your middle school students use it with

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success. Of course, you can continue doing

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that. But for our session today, since this

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resource is generally designed for

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high school level students and up we're

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going to be focusing on that type of content.

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No, I won't get too much into GA and context

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environmental studies just on the basic level.

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Since this is a more advanced session, if you

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need kind of the base information

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about GA and context environmental studies,

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I suggest taking a look at our gal

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and context environmental studies introductory

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webinar and that will give you kind of the basics

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of the resource. But today we're going to jump right

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into some more advanced information.

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So first I want to talk about our subjects

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brows and this is a screenshot taking a taken

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actually right from the home page of Galen

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context environmental studies. And

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this has broken down some different key issues into

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different categories that your

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teachers and your students are going, going to be able

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to browse through.

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And I've pulled forward and highlighted a couple here

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that are going to be really helpful when we're talking about

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understanding

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humans impact on the environment So

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things like energy, land and water

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use, pollution, legislation,

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and organizations, populations

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and states and provinces. Those are

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all sections that you may want to point out to your

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teachers or if you are an educator on the line,

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that you may want to point out to students as

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excellent places to start when we're talking

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about how humans are interacting

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with the world around them.

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And each of these different issues that you'll see listed

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here are actually built into topic pages

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which are going to be really helpful, helpful

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for just general learning and general studying

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purposes. So at the very top

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of all of our topic pages, students

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are going to find a brief overview of whatever

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the topic is. So it's a great way to introduce them

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to whatever they're going to be learning about,

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you'll see here. The screenshot is climate

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change and small islands. So they have this

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nice overview

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underneath that. They have an on this page

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section which is going to show them the different

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content types we have available with results

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related to this topic here.

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And then down below that

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they have those actual content buckets listed

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below. So your students will be able to access

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that content directly from this page without

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even having to run a search. So

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if they really prefer that kind of point

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and click browse functionality, these topic

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pages are going to be a great way for them to easily

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find organized content ready to go for

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them. So specifically

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when we're talking about humans impact

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on the environment, we have a couple

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different topic page,

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we'll call them categories that are going to be really beneficial

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for students. So the first one is going to be topic

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pages about background science. So

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as you're starting off a unit with your students,

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you have to make sure of course they understand the

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science of whatever you're going to be learning about. Before

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we even talk about human impact. They need to know

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the basic science context.

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They're going to find topic pages related to

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those basic topics here on the platform

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to get them started.

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Some popular topics that they may see that you

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may want to highlight for them climate variability,

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drought weather, food

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chains and wild economics, economic

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ecosystem structures and

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things like that. So these are again, really the

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basic topic pages that are going to help

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kind of propel your students forward with their learning.

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And once they do understand that background science,

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they've got their footing kind of on that side of things,

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then they can start to take a look at some of the different

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human technologies that we've started creating.

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Again, this is kind of the next step. So now

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they know the basic science. Now they need to know what we're

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doing to interact with that science. So

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they can take a look at some different human made technologies

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some popular topics in this field are things

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like industrial agriculture, renewable

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energy, electronic vehicles

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are starting to become more and more popular. And we're seeing

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more and more content added relating to that

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topic, plastics, oil drilling,

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really all of the different technologies that you could

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think that are going to impact the environment. We've

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tried to include in our resource here

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and taking another step further from this. Once

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we know what humans are doing,

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we can start to kind of take a look at some different current

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and historical events that have already happened related

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to the environment. So

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we know about oil drilling. Now we

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may want to know about oil spills.

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So again, we're taking another step forward.

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Now, we know

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what the environment is, we know what humans are doing.

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What are some different things that are kind of

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results of the technologies that we've created

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here. So again, a huge

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list of popular topics. some

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students may already be familiar with like

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the three Mile Island nuclear incident. The

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BP oil spill is a very common,

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common subject that's studied,

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but they also find things like the Great smog of

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London that they'll be able to take a look at.

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And I do want to point out here, you notice a lot of

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these different topics aren't um

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focused it within the United States,

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this is a global resource. So of course,

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they'll find quite a bit of content.

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related to the US and incidents

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and you know, topics that are going on in the US

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right now. But we also include a huge

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collection of global issues

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and global bits of content. So

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students are going to get kind of a holistic view

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of what's going on with the environment, not just how

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the United States is interacting with it, which I think

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is really beneficial because students

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can kind of start to compare and contrast how the US

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is working versus how other countries are working

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to mitigate

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the impact of humans on the environment.

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Now. Moving forward from there, we

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can also take a look at some different environmental policy

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and legislation topic pages. So

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again, another more detailed step that we're

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taking, we're going to be able to see

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again globally how governments

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are working to mitigate

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human impact on the environment.

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Some great topics, Green New Deal

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has a really nicely built out topic page.

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It's going to help students understand that

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the United Nations Climate Change Conference

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students can learn about that. The Paris Climate

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Agreement, we even have topic pages

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related to different government

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entities like the EPA or the World Health

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Organization.

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So that would really be able to drill down to

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all aspects of human environmentalism

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to really get an understanding of what's being done.

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And if it's helping and if

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it's not helping how we might be able to change it, manipulate

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it to make it. So it does benefit the world.

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And finally one last topic page type

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that I want to point out are going to be our topic

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pages related to states and provinces.

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So we do have all 50 states

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have their own prede developped topic page.

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You'll see, I've just pulled out California here.

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same as the other topic pages, a brief

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overview about the state or the Canadian

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province. We do include Canadian provinces

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as well. Some quick facts listed

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here and then all of our content

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is listed down underneath here. That's going to be related

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to California. So they'll find

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news reports and reference articles specific

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to what's going on in California.

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If they are really trying to fine tune

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what they're learning about that's happening directly around

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them. Now,

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moving forward from topic pages, of

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course, we wouldn't have topic pages without our great

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content types. So the first

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is kind of what you would expect from an in

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context resource. It's going to be reference

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and news reports. So of course, these are

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designed to support the basic understanding

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of different ideas, different

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events, things like that.

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Um And kind of show how that's

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being integrated within society. So bringing

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the classroom to the real world is

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kind of the point of those reference and news articles

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moving forward from that, we also have

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a huge collection of statistics

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and infographics and those infographics

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are actually

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um

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interactive, sorry, I completely lost my train of thought,

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they're interactive. So students will be able to kind

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of click and hover over different

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parts of graphs and charts to understand

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what they're actually telling them. This is

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a great feature, especially if you are kind

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of working on SAT prep and you want to get

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students engaged with graphs and

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charts and understanding how to read them. They'll find

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a lot of that content right here on our platform,

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we have a huge collection of multimedia materials

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as well. So your students will find things like images

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and videos, audio files, like podcasts

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even. And these are great for struggling readers,

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but also great for teachers who are maybe looking for

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a quick bell ringer activity. You know, we could pull

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up a picture and have students analyze

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that picture, tell the teacher how they feel

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about the picture, what they can kind of gain from it.

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It's a great way to add some

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some variety into lessons

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is to have this great multimedia content

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and finally, a little bit more advanced content,

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we do include case studies conferences

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and academic journals within this resource.

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So if you're teaching maybe an A P environmental

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studies course or just a higher level

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course, this material is going

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to be really helpful for your students

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and what I love with having the academic journals

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and this resources if they start to kind

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of take a look at those and they're a little bit overwhelmed

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by that level of content. They

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can just back out back to the topic page

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and take a look maybe at a reference work instead.

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So they have that kind of safety net of

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lower level content. So they

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can kind of dip their toes into that academic

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level materials without feeling completely overwhelmed

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and like they need to shut down and turn off the resource.

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Now, I wanna jump right into the resource here so you

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guys can see how the your students

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are going to be able to find this content, the tools

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they can use to really kind of engage

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their learning. Before I move

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over though, do we have any questions? I haven't

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seen them come into the Q and A, but I do want to make

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sure I answer anything that comes up.

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Ok. Well, I don't see anything. So

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let's go ahead and keep rolling then.

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So this is our home page here of Gale in

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context environmental studies. If you haven't been

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on it recently, I'll just point out

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scrolling down here. We pull forward a few different

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issues of interest. Generally

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these change monthly. for

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anyone watching this recording, this is actually

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recorded in December. So you'll see, we've pulled

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forward some topics that are

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pretty relevant for the month of December, things

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like packaging,

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fast fashion

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and food security. So of course, we're around the

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holidays and we're ordering a lot of things online.

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So packaging is a huge thing that you may want to teach

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your students about, you know, you're ordering these

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things and you get £20 of packaging for your

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£5 of whatever you bought.

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it's an interesting topic. So we've chosen

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to pull it forward at the top here and again, those generally

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change monthly. If there is some sort

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of ongoing

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event happening that we think needs

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attention for more than just one month, then it may

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stick here in the carousel for a little bit. But

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generally they generally, these are going to be changed

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monthly.

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Now, let me scroll down here. So as you remember,

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I took a screenshot of this section

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to show you the different browse issue

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sections here. So students

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can click directly into any of these topic pages

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or they can click to view all of the,

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the different topic pages that fall under these categories.

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So let's just click into

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we'll do pollution.

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And when I click into pollution here, if I start to scroll

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down, these are all of the topic

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pages that we've

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kind of tagged to the pollution category.

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And I do want to mention if students are kind

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of browsing through this and they don't find exactly what they're

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looking for. You know, sometimes students have

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a really, really specific topic

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that maybe isn't studied as frequently.

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They may not see a premade topic page

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for that topic. So all they need to do

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is run a search instead and they'll still pull content.

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It's just that we don't have one of these curated

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pages.

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If they don't find what they're looking for here, but they do

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still want to kind of point and click, they can

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also choose to change their topics here.

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So remember initially, we clicked into pollution.

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I could change to earth systems here.

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I could also change to view all

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I will just warn, you'll see when I scroll down here.

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Viewing all gives a pretty hefty

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list of content. So I would just

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warn students, um, if they are planning on viewing

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all, then they should probably be ready to weed

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through a little bit because we do have a lot

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of content listed here.

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And students can also find topic pages by

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searching. So if they decided to run

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their search first and their search topic

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does have a topic page, they can actually click

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right into that. So they still get that kind of organized

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page. So I'm gonna search for

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solar energy today.

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You'll see when I start typing in here. I have a few

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different bolded options that appear

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here under my predictive text. Anything

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that's bold is going to be a topic page

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so students can click directly into those bolded

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options and be pulled to those pages

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down underneath there. Those are just predict predictive

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texts that are going to run basic searches

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for your students. But let's click into

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solar energy here. Today.

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There we go.

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So again, on our topic pages at the very top,

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they're going to have an overview of whatever the topic

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is. Of course, with solar energy, this is really

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kind of the background

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topic page, given the background about

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what solar energy is. Of course, it's going to start

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integrating

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some of the different technologies humans have

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made as well. So it's going to give your students

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a few different steps in learning about human

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impact on the environment,

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scrolling down, you're going to see all of the

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different bits of content we have related to this

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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 [email protected]

[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.