Name(s) of instructor(s)

Mark Watrin

Name of university

Washington State University Vancouver

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

K-8 elementary science

University course number

T&L 371

University course title

Elementary Science Methods

University course catalogue description

Objectives of this specific EE-ESE project

(big ideas are fine)

Understand both the new science standards related to environmental education and the new environmental education standards in Washington. Practice integrating environmental education with the current science curriculum materials available in Southwest Washington.

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.)

Plan an environmental education field trip for a specific grade level and integrating it with state standards and the FOSS curriculum.

Book study on Last Child in the Woods, the importance of environmental education to learning development.

How to lead children in the field, a “tips for teachers” workshop using the nature trails at WSUV.

Application standards for science technology and society. An exploration of resource management using “geologic cupcakes” to model the exploration, extraction and replacement of natural resources.

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

Standard class room equipment

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. Three class sessions and two extended outdoor sessions

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

Each , plan an environmental education field trip required contact with a professional as a resource. (each student did a different place using different scientists.)

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?

Students recorded in science notebooks and used standard course evaluations.

Other?

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