TOTOS SEEP Grant EE/ESE Program Descriptions

Sustainability and Environmental Education for Pre-Service (SEEP)

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Name(s) of instructor(s)

José M. Rios

Name of university

University of Washington, Tacoma

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

Education Minor; Graduate K-8 Certification

University course number

TEDUC 495, 520

University course title

Environmental Education, Science Methods K-8

University course catalogue description

University course catalogue description

T EDUC 495 Environmental Education (3)

Examines developments in environmental education from practical, curricular, and philosophical perspectives. Focuses on integrating environmental education with any K-12 science curriculum. Examines current programs and curricula and considers the role of formal education in generating environmental awareness and stewardship.

T EDUC 510 Science Methods: K-8 (3)

Examines how students learn science and explores research-based models of science instruction and assessment. Students design, implement, and evaluate instructional strategies that facilitate students' learning of scientific process.

Objectives of this specific EE-ESE project

(big ideas are fine)

For TEDUC 495:

1. List and contrast current models of environmental education.

2. Critique current models of environmental education in relation to your personal philosophy of environmental education.

3. Demonstrate competence in content knowledge related to environmental education.

4. Demonstrate competence in the use of various instructional strategies.

5. Write lesson plans in accordance with the Washington Essential Academic Learning Requirements and Washington State Environmental Education Guidelines.

6. Develop integrated, learner-centered unit plans in accordance with the Washington Essential Academic Learning Requirements and Washington State Environmental Education Guidelines.

For TEDUC 510:

1. List and contrast current research-based models of science teaching and learning.

2. Critique current research-based models of teaching and learning in relation to your personal philosophy of science education.

3. Demonstrate competence in the use of various learner-centered pedagogical strategies.

4. Develop integrated, learner-centered unit plans in accordance with the Washington Essential Academic Learning Requirements.

5. Demonstrate competence in assessing student thinking and in developing action plans to meet students' needs.

6. Implement pro-active strategies to establish a safe classroom environment where all students are encouraged to participate and express their views.

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.)

In TEDUC 495, readings in Last child in the woods: Saving our children from nature-deficit disorder, Exploring environmental issues: Places we live, and Project WET: Curriculum & activity guide. Green space evaluation of UWT campus, Water quality assessments using macroinvertebrates. In class simulations of source pollution. Creations of learning centers focusing on teaching ESE concepts. Explorations of cross cultural importance of water, food, and land through stories. Role-playing activities focused on population growth and community planning.

In TEDUC 495, green space evaluation of UWT campus, water quality assessments using macroinvertebrates. In class simulations of source pollution. Role-playing activities focused on population growth and community planning.

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

Field notebooks. Field microscopes. Field guides. Netting. Basins. Tweezers. Wading boots.

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

No

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

Describe the setting.

Both. University science education classroom, natural and built settings around UWT, nearby state park and creek.

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

Yes. Laboratory instructor in environmental science led a fieldtrip to a nearby stream for water quality work.

Also, another laboratory instructor in environmental science led a fieldtrip to a UWT greenhouse and urban garden.

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

Yes. PLT facilitator presented outdoor education workshops focusing on basic skills development.

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

Very positive responses on all fieldtrips. Requested that I keep them for future students.

Other?

Course evaluations ranged between 4.5 and 5.0 on a 5.0 scale.

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

Expand the number of classes focused on ESE in TEDUC 510. Bring in more facilitators to conduct workshops in TEDUC 495. Allow students to see how ESE activities work well with content and skill development across science disciplines.

Thank you!