TOTOS SEEP Grant EE/ESE Program Descriptions

Sustainability and Environmental Education for Pre-Service (SEEP)

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Name(s) of instructor(s)

Sara Hagenah

Name of university

Antioch University Seattle

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

Elementary, middle school

University course number

EDUC-552

University course title

Instructional Methods: Science

University course catalogue description

This course is designed so that prospective K-8 teachers can experience inquiry-based science learning and teaching. Students will learn how to develop inquiry-based lessons that are based on the Washington State Science Standards and National Science Education Standards (NSES).

Objectives

(big ideas are fine)

Students will be able to use the WA standards and NSES to design inquiry-based instructional lessons for K-8 science classes.

Course Essential Question: How can I nurture scientific inquiry in my classroom?

Course Sub-Questions: What is inquiry? What is my style as a science educator?

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

(This is the main, detailed description)

1. Pre-service teachers experienced community based lessons based on the EE-ESE strategies. They explored a local par that is in the process of being revamped for community use. Students explored the park and discussed sustainability issues.

2. Students participated in a Project Learning Tree workshop. They participated in multiple lessons and then some used PLT lessons for their personal educational use.

3. Students incorporated ESE standards into their inquiry based lessons.

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

Science journals, pencils, magnifying glasses, rulers

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, local park setting, inside our classroom

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

Math was integrated

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

Community park

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

Pre-service teachers reflected upon their learning and evaluated lessons and workshops.

Other?

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

Pre-service teachers designing integrated ESE lessons.

Thank you!