TOTOS SEEP Grant EE/ESE Program Descriptions

Sustainability and Environmental Education for Pre-Service (SEEP)

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Name(s) of instructor(s)

Mary Peters

Name of university

Heritage University

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

K -8 Science

University course number

Ed. 517 (MIT)

University course title

Facilitating Learning in the Sciences

University course catalogue description

Survey of curriculum, methods, and assessment techniques that support learning of science concepts and processes in grades K – 8. Includes related EALR’s and national science standards.


(big ideas are fine)

EALR’s, methods, assessment (formal and informal), planning instructional strategies and materials handling, science learning cycle, nature of science as subject content and as a process of inquiry and problem solving, development of positive attitude for teaching science, see possibilities for teaching and learning science in the world around you.

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

(This is the main, detailed description)

All-day visit to McNary Wildlife Refuge with outdoor learning experiences with Project Wild, Project Wet and Project Learning Tree. (PLT guide given to each student.) Water quality testing using WSU Equipment Loan Program Hach kits, guest speakers, wildlife observation, “getting outside!” Students sometimes have the opportunity to work with children, depending on when classes are scheduled. Students develop and present (to each other) a hands-on, inquiry based science lesson. A new requirement is that they include in this lesson an EE/ESE component.

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

Water quality kits (Hach and LaMotte), dissecting scopes, Acorn Naturalist Viewers, binoculars, hip boots

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

Sometimes. It depended upon when the class was offered. During the refuge visit students are encouraged to bring their own children along for the day’s activities. Also the general public that may be visiting the refuge are encouraged to join in the activities that we are doing.

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

Describe the setting.

Both. We have a lovely, new, air conditioned learning center at McNary Wildlife Refuge which is very nice in July and Oct.

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?

McNary Wildlife Refuge. Sometimes they provide speakers, share equipment, and loan their building. I hope to work with them more in the future to involve my students with their on-going public offerings.

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

Student journals-their drawings and reflections after the refuge visit are always amazing. Their lessons are evaluated by self-reflection, peer feedback and instructor evaluation of taught lesson.


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

Planning time for better interaction with McNary Wildlife Refuge so my students could teach their EE/ESE lessons to “real kids”. I would like to require an additional mini lesson/activity to be completed by each of my students and presented at McNary to a child audience at a “Second Saturday Event” if possible. There is a possibility of this happening this summer with a Boys & Girls Club of Pasco event.

Thank you!