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Towson University Department of Biological Sciences BIOL 301: Field & Natural Science Fall 2011 objectives required texts theoretical framework projects class schedule grade distribution literature response
TWO FULL DAY FIELD TRIPS AND ONE ALL DAY SATURDAY FIELD TRIP. Weather may impact what we do. Leave Fridays open. Flexibility is key. COURSE DESCRIPTION: The fundamental goal of this course is
to improve the science literacy of pre-service elementary teachers and enhance
their ability to apply concepts of physics, chemistry, and life science in the
classroom. An emphasis will be placed on
the science content of environmental science and using the environment as an
integrating context for learning (EIC) in all subject areas of an elementary
school curriculum. Students will integrate science in a variety of subject
matter and design and assess learning experiences that combine both in class and
field based instruction. Driving
Questions:
Science 1. How can we determine the health of a watershed and/or surrounding ecosystem? 2.
What real data can we collect that act as indicators of the quality of
the watershed? 3.
What relationship is there between the Winter’s Run watershed and that
of the greater Chesapeake Bay? 4.
What relationship is there between the quality of your school’s
watershed and that of the greater Chesapeake Bay? 5.
What are the positive and negative impacts that humans have on an
ecosystem? 6.
What are the environmental relationships/interactions among the studies
of water, land, and living things? 7.
What impacts do humans have on the quality of the environment? 8.
In what ways can we adopt attitudes that foster environmental stewardship
and sustainable practices in our local community? 9.
What roll/connection do you have with the environment? 10.
How can we use science content to create an “environmental story” of
our immediate surroundings (example: the school yard.)
Teaching 1.
How do we define and implement practices that resemble the phrase Using
the Environment as an Integrating Context for Learning (EIC)? 2.
What role do direct instruction and constructivist learning models have
in engaging children in learning science? 3.
How can we integrate in-class and field-based learning experiences for
elementary children? 4.
How can we implement a
schoolyard environmental program that integrates content area knowledge and
Maryland Learning Outcomes? 5.
How can inquiry based classroom lessons that reflect the Maryland
Learning Outcomes and Indicators for science be used in the elementary
classroom? 6.
How do we manage the use of typical scientific research equipment both in
the laboratory and in the field for elementary age children. 7.
In what ways can we implement schoolyard environmental projects that
integrate content area knowledge, Maryland Learning Outcomes, and school
improvement plans, and the national science standards? 8.
How can we integrate literature, mathematics, and social studies into the
learning of the environment? 9.
How can we help students to develop a sense of environmental stewardship? The
course will be divided into three general categories: 1.
Ecology: Wildlife, Forestry, Aquatics, Soils.
(An emphasis will be on aquatics) 2.
Human Impact 3.
Teaching.
Environmental Concern & The Watercourse.
(1995). WOW! The Wonders
of Wetlands. Gonick, L. and
Outwater, A. (1996) The Cartoon Guide to the Environment. Harper Collins:
New York. Quinn, D. (1992). Ishmael. Bantam Books: New
York. World Wildlife Fund. (1999). Windows
on the Wild: Biodiveristy Basics, Educator’s Guide and Student Book. Acorn
Naturalists: CA. *Lieberman, G. A. and Hoody, L. L. (1998). Closing
the Achievement Gap: Using the Environment as an Integrating Context for
Learning. State Education and Environmental Roundtable. San Diego. *To
Be Provided RECOMMENDED:
A Chesapeake Bay Field Guide Lippson, A.J. and Lippson, R. L. (1997). Life in
the Chesapeake Bay. Johns Hopkins University Press. and/or White, C.P. (1989).
Chesapeake bay. A field guide.
Tidewater Publishers: Centreville, Maryland. ·
Other readings and handouts may be assigned accordingly. 1.
Describe indicators (Chemical, Physical, and Biological) of general
environmental quality. 2.
Describe indicators (Chemical, Physical, and Biological) of aquatic
environmental quality. 3.
Compare/Contrast the importance and relationships of these indicators to
the quality of the Chesapeake Bay Watershed. 4.
Collect and catalog existing data regarding-selected indicator of
environmental quality. 5.
Propose an environmental action project appropriate for elementary age
children to conduct on your school site. 6.
Use the 5 E Constructivist Learning Model as a basis for lesson and
mini-unit planning. 7.
Discuss implications for teaching and learning of field-based science
that impact classroom practice. 8.
Plan and implement a classroom and a field based environmental science
lesson appropriate for the grade level you are teaching. 9.
Plan and teach an environmental science lesson that is integrated into at
least one other discipline (Mathematics, Art, Literature, Social Studies). 10.
Use one traditional and one alternative assessment mechanism to assess
student learning. 11.
Make explicit links between your lessons and the school improvement plan,
the Maryland Learning Outcomes, and the National Science standards. 12.
Construct preliminary plans
for an environmental science mini-unit. 13.
Construct preliminary plans for a culminating/Evaluation activity to
assess student understanding of your unit. COURSE
EXPECTATIONS Ø Attendance is required. Absences and tardiness will affect final grade.
Ø Complete assignments and readings in order to participate in class.
Ø All written assignments are to be typed/word processed, 12 point font, and double-spaced, with the maximum of one inch margins unless otherwise announced. Include a cover sheet with a title and staple the pages together. Please, no paperclips.
Ø
The course is conducted in accordance with Towson University’s
policy regarding cheating and plagiarism as stated in the Student Code of
Conduct. Cheating and plagiarism in
any form is unacceptable and will result in failure for the course.
Theoretical Framework of Course StructureThe course is structured to be consistent with a process model of learning; a constructivist learning model, and strategies for adult learners. The premise is that learning reflects the processing of information, concepts and content are examined in a critical and open-ended manner, and that knowledge and understanding, while socially mediated, is constructed individually and not dispensed by the professor. Activities, discussion, and reflection are critical to the processing of information, and thus, coming to class prepared is vital. The following factors will be a major consideration in the assigning of overall course grade and in assigning individual assignment grades. Specific requirements for each assignment will be developed with your input. However, communicating, thinking, and professional participation as outlined below will always be major factors in assigning an overall course grade. Ø
Communicating: Professional quality writing and speech that
demonstrates the conventions of standard English including, but not limited to:
clarity of expression, grammar, sentence structure, and spelling.
Please note: During free writing with Reader
Response, these criteria
are not as imperative. Ø Thinking: Thinking that demonstrates the ability to effectively process information and experiences. Higher level thinking processes include, but are not limited to: analysis, synthesis, and evaluation. Ø Professional Participation: Arriving at class with required materials, notes on assigned readings, and completed assignments; taking initiative to offer proposed answers and insights during classroom discussion; practicing classroom etiquette that give full attention to the professor or another person who is speaking, and respects other’s risk-taking behavior. GENERAL
GRADING POLICY The plus minus grading option will be implemented in
an attempt to make more accurate distinctions in the assessment of proficiency
resulting in more accurate qualitative judgments.
q
(A final
grade of an A requires consistently exceptional work and effort). Written
or Demonstration Products (performance) Ø
A range: exceptional, outstanding work, substantially exceeding
qualitative requirements of the assignment
B range: high quality work that reflects an effort to exceed the
qualitative requirements of the assignment. Ø
C range: work is that is satisfactory and meets minimum qualitative and
quantitative requirements. Ø
D range: work that does not satisfactorily meet the minimal qualitative and
quantitative requirements. Written Reactions or Oral Discussions Ø
A & B Range: extensive, high quality of thought, posing questions and proposing
answers or solution; evaluating content; relating information to past or
anticipated situations, forming opinions, providing supporting details.
Ø
C & D Range: scant or a reflection of low quality of thought; repeating or
paraphrasing information; stating random or unsubstantiated facts/concepts;
little or no evidence to support ideas.
I. Environmental Action Project Each student will fully plan an environmental action project appropriate for the grade level you teach. Each project shall have a clear rationale as to why you chose the project for your school. In addition, each project will have planned activities and learning experiences for the students. These learning experiences will include written lesson plans with objectives. Make attempts to integrate the disciplines. Please be Focused make sure it is Manageable, and that the planning and implementation is a true Team Effort. A. Project Components: a. Part I. A two to three page statement of action project including your general topic, a rationale (including how the project is relevant or an extension of the school curriculum), a driving question(s), a scope of potential activities, and any outside sources you may use.
**Due Ocotober 10**
b. Part II.
Final Paper and Presentation. Topic, Rationale, Driving Questions, Complete Lesson Plans with
assessments, grant application and budget request. c. Self-Analysis: Written description with the following: 1. What you learned and/or what was valuable and why. 2. Two ways in which you have altered your beliefs on how to teach science. **Due With Final Paper, December 12** II. Cartoon Book Readings: Using Technique of Close Reading. a. Read Assigned Chapters b. Keep a Folder that lists each chapter's big ideas. c. Write a three-four page summary (No more than four) for each set of chapters on how each of the big ideas relate to Environmental Studies and how each are linked to each other and/or how they influence each other. d. Expect weekly quizzes on these readings. Due Weekly until done.
Follow the schedule 9/5;ch 1-4 9/12; ch 5-8 9/26; ch 9-12 10/3; ch 13 + 14 v Content of Chapters may or may not be discussed on the due date. However, this does not preclude you from doing the assignment III. Reader Response to Books. Details Given In Class. Order: 1. Silent Spring (First day of class) 2. Ishmael. (Weeks 8-12) IV. Field Guide. Details to Follow DATE
TOPIC
ASSIGNMENT DUE 8/29 Silent Spring: What does it mean now & for the future? Silent Spring reader response paper Review of previous knowledge; Intro, course goals, requirements 9/5 Schoolyard Habitat Projects/Environmental Action Cartoon Ch. 1-4; Closing Projects the Achievement Gap 9/12 Nutrient Cycling/Effects of Nutrients on Environmental Cartoon Ch. 5-8; Scientific Quality American article 9/19 WOW! The Wonders of Wetlands Cartoon Ch. 9-12; WOW!
pg. 3-67 9/26 ALL DAY FIELD TRIP: Chemical & biological indicators of water quality: What it means for env. science purposes and how to apply these principles to the classroom 10/3 FIELD TRIP: Sod River Wastewater Tx Plant Cartoon Ch. 13-14 The marriage of chemistry & biology: How do we clean up our messes? 10/10 Language Arts in Science: Work on Pre-Plan Project Part I due 10/17 ALL DAY FIELD TRIP: Freshwater wetlands 10/24 Biodiversity: Wild Spaces, Wild Species Ishmael 1st reader response Ch 1-3 10/31 Biodiversity: Going, Going, Almost Gone; Illegal Ishmael 2nd reader response Ch 4-6 Wildlife Trade 11/7 Biodiversity: Windows on the Wild; Biodiversity of Ishmael 3rd reader response, Ch 7-9 a sample 11/8 SATURDAY ALL DAY FIELD TRIP: Meredith Creek 11/14 Art in the Science classroom; Language Arts lesson Ishmael 4th reader response, Ch 10-13 presentations 11/21 Human Impact: What have we done? Can we fix it? Final response to Ishmael (Bob the Builder: “Yes, we can!”) 11/28 THANKSGIVING BREAK 12/5 The Big Picture: Application of all this to teaching: Field Guides Due; Project Presentations How will you use what you learned here? 12/12 Project Presentations Final Project Due; Project Presentations 12/19 Final Exam period: Project Presentations Project Presentations
Grade
Distribution
Group
Environmental
Action Plan
20% Field
Guide (Focus here is on Content Knowledge) 20%
Individual Quizzes 10% Reader
Responses
10% Cartoon
Book Responses 10% Professional
Practice (including homework assignments, preparedness,
attendance, and punctuality) 30% Total
100% Science
as a way of knowing. Using
Reader Response to construct personal
understanding of science literature. Understand how people respond emotionally, and translate [these emotions] into thought and judgements. Literature is a special way of knowing only
if one accepts the fact that it is a
special way of knowing, only if the reader lets the piece evoke feelings and
trigger deep personal memories and associations. Traditional
Literature Response Reader
Response is a means to “get at” the subjective nature (the how, why, and
what) of understanding. Through
this process your feelings, perceptions, values, tastes, and thoughts on the
relevance of what you have read will be brought forth.
Through this process, YOU determine the meaning of the particular piece. 1.
Initial Response: An initial, immediate response written upon completion of the
text. a.
Key:
Emotional, intuitive response. 2.
Feeling Response: Affective” a.
Focuses
on asking the question of “how do I feel about this?” b.
“I”
has a big role in the response. 3.
Memory Response: Relational a.
What does
this remind you of? Any experience,
young or old, that reminds you of what you read. b.
Allows
memory to inform understanding. *Focusing on
the use of the senses. Other Issues 1.
“Judgment of Subjective Value:”
Judgment of Importance a.
Importance
to Whom? b.
What is
meant by “importance?” c.
Important
Word, Passage, Feature? 1.
Supported
with passages from reading: criteria for you. d.
Linked to
Perceptions, Feelings, and Memories. a. Group Value and Validation. b. Enhances community authority. c. Involves Social Knowledge and Social Skills a. Done AFTER other responses. b. Used to Substantiate Initial Response(s) c. Used to Discover why you responded the way you did.
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Send comments and questions to
shaines@towson.edu |