TOTOS SEEP Grant EE/ESE Program Descriptions

Sustainability and Environmental Education for Pre-Service (SEEP)

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Name(s) of instructor(s)

Heather McKean

Name of university

Eastern Washington University

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

Pre-service elementary students were enrolled in their only biology course. Middle level science endorsement students were in their second quarter of inquiry biology . Four secondary science pre-service teachers were senior biology students with at least 50 hours of science.

University course number

Biol115, Biol396

University course title

Investigating Biology; Middle Level Science Inquiry

University course catalogue description

Biol115 – This course is designed for students planning to elementary school. It includes inquiry based biological investigations that support science instruction outlined in the National Science Education Standards and Washington Essential Academic Learning Requirements. Laboratory exercises are included.

Biol396- This course is designed for students seeking the Middle Level Science Endorsement. Emphasis is placed on understanding the life science principles underlying the 5-9 grade level expectations of the Washington State Essential Academic Learning Requirements. Students will construct knowledge of these principles through inquiry.


(big ideas are fine)

To learn how to monitor stream quality

To understand stream ecology

To understand principles of sustainability

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

(This is the main, detailed description)

The Middle Level and Secondary students were trained previously to work as facilitators with the pre-service elementary students. Students collected data from four sites in the Marshall Creek watershed. They measured pH, dissolved oxygen, flow rate and collected macro-invertebrates. They also made careful descriptions of their sites and shared their information with classmates to create documents describing water quality of the stream relative to human impact. We spent one day in the field and several days looking at their data. The pre-service elementary students created a document describing the class project. The Middle Level students were given higher order questions regarding nutrient cycling in streams.

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

Hoch kits, dip nets, buckets, screens (all this equipment was purchased under the PEEP grant previously. Maps of stream; macro-invertebrate field guides.

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.

Both; this activity was in the ecology unit of the both classes. Consequently we related other aspects of ecology such as community interactions, energy flow through trophic pyramids and nutrient cycling to the stream project.

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?

The program was not evaluated but students were asked to write a scientific report on their experience.


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

Not sure at this time

Thank you!