TOTOS SEEP Grant EE/ESE Program Descriptions

Sustainability and Environmental Education for Pre-Service (SEEP)

Information needed

Information to share

Name(s) of instructor(s)

Sue Fischer

Name of university

Gonzaga University

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

elementary

University course number

EDTE 404

University course title

Elementary Science Methods

University course catalogue description

EDTE 404 is a three-credit course, which presents theories and techniques appropriate to teaching science in the elementary school.

Objectives

(big ideas are fine)

  • Understand scientific inquiry as a way of teaching and learning.
  • Apply the principles of inquiry to teaching.
  • Be able to write an integrated science unit of instruction aligned with state and national standards and incorporating diverse methodologies and strategies.
  • Be able to explain the uses for various kinds of assessment which will be used in the unit.

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

(This is the main, detailed description)

  • Incorporated in the class is a PLT and Project WILD workshop.
  • Activities from these programs are used to illustrate strategies throughout the course.
  • Each student chooses one lesson from either PLT or WILD to teach the class
  • One class period is a field trip to the West Valley Outdoor Learning Center
  • Sustainability must be a part of the unit each student writes.

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

In an effort to make science teaching doable for elementary teachers, I use as much low cost and home made equipment as possible. Purchased equipment used includes thermometers, hand lenses, soil and water test kits.

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

Yes, in that all the students are also involved in a field experience and many of them have the opportunity to try out their lessons on the K-6 students.

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

Describe the setting.

Both. Campus grounds were used when applicable.

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

No

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

WFPA provided PLT books for all preservice teachers and Project WILD books came from Washington Department of Fish and Wildlife. West Valley School District runs the Outdoor Learning Center where we visit to see EE in action with kids.

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

In class evaluation. Students were thrilled to get the books and liked the activities.

Other?

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

It would be nice to be able to provide the pre-service teachers with some basic equipment to take with them.



Information needed

Information to share

Name(s) of instructor(s)

Sue Fischer

Name of university

Gonzaga University

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

Secondary

University course number

EDTE 454

University course title

Secondary Methods and Assessment - Science

University course catalogue description

This course presents methods of teaching chemistry, earth science, physical science and biology appropriate for the secondary school.

Objectives

(big ideas are fine)

  • design instructional plans that focus on inquiry in science integrated with other disciplines, and which promote and actively teach thinking and problem solving and the use of appropriate technology.
  • design lesson plans based on established standards in science and which take into consideration a diverse student population.
  • design assessment strategies, both formative and summative that measure student performance relative to learning targets
  • reflect on his/her teaching practices with the intent to improve planning and teaching.

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

(This is the main, detailed description)

  • Incorporated in the class is a PLT and Project WILD workshop.
  • Activities from these programs are used to illustrate strategies throughout the course.
  • Each student chooses one lesson from either PLT or WILD to teach the class
  • One class period is a field trip to the West Valley Outdoor Learning Center
  • Sustainability must be a part of the unit each student writes.

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

Students are introduced to water quality testing equipment and use the computer to manipulate data.

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

Yes, if the pre-service teacher had a field experience where she/he was able to choose activities.

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

Describe the setting.

Both. Campus grounds were used when applicable.

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

No

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

WFPA provided PLT books for all preservice teachers and Project WILD books came from Washington Department of Fish and Wildlife. West Valley School District runs the Outdoor Learning Center where we visit to see EE in action with kids.

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

In class evaluation. Students were thrilled to get the books and liked the activities.

Other?

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

It would be nice to be able to provide the pre-service teachers with some basic equipment to take with them.



Information needed

Information to share

Name(s) of instructor(s)

Sue Fischer

Name of university

Gonzaga University

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

elementary

University course number

University course title

Environmental Education Workshop

University course catalogue description

This workshop will allow preservice teachers to experience environmental education in a residential camp setting with 5th graders. They will work with experienced environmental educators to plan and conduct lessons during two and a half days at camp.

Objectives

(big ideas are fine)

The goal of this course is to prepare pre-service teachers to teach mathematics, science, writing, and communication skills using the environment as the unifying context. Students will work with experienced environmental educators to plan and teach lessons.

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

(This is the main, detailed description)

Pre Trip Meeting: Students will meet initially with the GU instructor and staff of the West Valley Outdoor Learning Center at an mutually agreed upon time to get an overview of the curriculum for the three days and details about the camp experience. At this time they will be given a theme around which to plan their lessons

First Day: Students will arrive at camp on the morning of the first day and meet with the GU instructor to discuss general environmental education goals and objectives. When the 5th graders arrive, the workshop participants will participate as agreed in the pre camp meeting.

On the evening of the first day, students will meet with the GU instructor, to debrief the experiences of the day and to modify lessons for the following day based on the events of the first day

Second Day: The entire day will be spent in the field working with small groups of kids.

In the evening, there will be another debriefing session and a chance to refine lessons based on the day’s experience as well as to prepare for the next morning.

Third Day: The morning will be devoted to further field work. After the 5th graders leave, there will be a final debriefing session.

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

In an effort to make science teaching doable for elementary teachers, I use as much low cost and home made equipment as possible. Purchased equipment used includes thermometers, hand lenses, soil and water test kits.

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

Yes, in that all the students are also involved in a field experience and many of them have the opportunity to try out their lessons on the K-6 students.

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

Describe the setting.

Outdoors (in the snow) at Chewelah Peaks Environmental Learning Center

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

No

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

West Valley School District provided the kids and the setting.

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

In class evaluation. Students really liked the opportunity to develop their own lessons and teach them in a relaxed environment – and the chance to do each one more than once so that they could modify.

Other?

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

It would be nice to be able to take the preservice teachers on this adventure without them having to pay room and board while there.

Thank you!