TOTOS SEEP Grant EE/ESE Program Descriptions

Sustainability and Environmental Education for Pre-Service (SEEP)

Information needed

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Name(s) of instructor(s)

Anne Kern

Name of university

University of Idaho

Level of preparation for the program being described: elementary, middle school, high school (or combination)

Elementary science methods

University course number


University course title

Elementary Science Education

University course catalogue description

This course is part of planned program of studies in the College of Education at the University of Idaho. In this course specific methods, research, curricula, and technology in teaching elementary science for diverse populations. Additional strategies for facilitation of understanding content, curriculum, methods and assessment in an integrated setting will be introduced.

Prerequisite(s) ED 302 or Permission Coreq: EDCI 327, 328, 408 and PEP 350; or Permission


(big ideas are fine)

  1. Identify aspects of the nature of science and scientific inquiry.
  2. Demonstrate knowledge of state and national standards and how to use state and national standards in developing long-term curriculum goals, short-term goals, and daily lessons.
  3. Evaluate the usefulness, appropriateness, and value of materials, methods, and strategies for elementary science education.
  4. Develop curriculum plans that include methods and strategies to maximize student learning.
  5. Understand common difficulties in learning science among elementary students.

Description of the experience(s) the pre-service teachers had to learn EE-ESE strategies

(This is the main, detailed description)


Not addressed with pre-service teachers.

Materials/equipment needed for the pre-service teacher experience (include technology that may have been used)


Were preK-12 children involved? (Yes or no). If yes, describe their involvement and ages.


Was this an indoor or outdoor project (or both)?

Describe the setting.


Were other subject area professors involved? Yes or no. If yes, what subjects were integrated? How?


Were there community/ agency/institution partners? Yes or no. If yes, how was the partnership structured?


How was the program evaluated? What did the pre-service teachers have to say?



While I did not teach specific EE or ESE ideas to pre-service teachers I did develop and in-service professional development course with a partner from the Environmental Science Program, “Sustainability: decoding myth from science.” I have attached a copy of the course syllabus and the service learning evaluation that we wrote responding to the “success” of the course.

If another grant was written to support your EE-ESE work, what types of things would you hope to accomplish?

I did not join this group until last in the last year of the grant and as such did not have many opportunities to include the things I learned/gleaned the past year. However, I have already included a integrated curricular unit on the water cycle and the impact of social development, an activity that I learn at the end of the year TOTOS conference.

Thank you!