TOTOS SEEP Grant EE/ESE Program Descriptions

Sustainability and Environmental Education for Pre-Service (SEEP)

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Name(s) of instructor(s)

Jerine Pegg

Name of university

University of Idaho

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


University course number


University course title

Elementary Science Methods

University course catalogue description

Specific methods, research, curricula, and technology in teaching elementary science for diverse populations. Facilitation of understanding content, curriculum, methods, and assessment in an integrated setting.

Objectives of this specific EE-ESE project

(big ideas are fine)

For elementary pre-service students to develop and teach culturally responsive lessons that integrate math, science, and social studies on the topic of “Earth and the Environment” to Native American students.

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

(This is the main, detailed description. Please include enough detail so someone else will know what you did.)

Students in our elementary science, mathematics, and social studies methods courses participated in a 4-day practicum experience at the Coeur d’Alene Tribal School. Students developed lessons around a common theme of “Earth and the Environment”. Students then taught the lessons over a three-day period. Topics for the lessons included solar energy, habitats, recycling, water quality, and trees.

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

We had a grant that allowed students to purchase up to $100 of supplies for the teaching of their lessons. Students bought a variety of supplies for their lessons including a model wind generator, solar beads, and trees. We also supplied Vernier Temperature Probes for one group.

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

Yes. All students at the Coeur d’Alene Tribal School, grades K-8 were involved.

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

Describe the setting.

Both. Primarily it occurred in the classroom, but some students designed lessons that involved taking students outside into the schoolyard. For example, one of the lessons on habitat involved having the students observe various habitats in their schoolyard and make inferences about what animals might live in the different habitats.

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

Yes. Mathematics education and social studies education. We teach in an integrated block. Our students take math, science, and social studies methods in the same semester. Students were encouraged to integrate the three subject areas in their lessons, where relevant.

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

We partnered with the Coeur d’Alene Tribal School and received a grant from the University of Idaho to support the project.

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

We collected various sources of data to evaluate the impact of the project on our students including unit plans, teaching reflections, and surveys.


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

Thank you!