Suleiman TENFEE Environmental Literacy Action Plan

Created Feb. 6, 2024 by Randa Suleiman

TENFEE Environmental Literacy

Teaching Context: Science methods for elementary/middle school teachers 

Audience: Administration of EPP programs with focus on preparing Elementary/Middle school Teacher Candidates 

Abstract:

Provide a short summary of describing resource
The action plan describes the process of creating a science course that encompasses both the content as well as the methodology taught as part of the education credit requirements with focus on inquiry-based approach. 
The action plan describes the process of creating a science course that encompasses both the content as well as the methodology taught as part of the education credit requirements with focus on inquiry based approach.

Institution:

Alverno College

Author(s):

Name(s) and email(s)

Randa Suleiman

randa.suleiman@alverno.edu

Current Status of Environmental Literacy and Sustainability Preparation:

List how environmental education is currently being addressed in course/program. 

Few years ago, the education department housed a science course for elementary and middle school teacher candidates. The college underwent a massive overhaul of UG requirements to keep required credits under 120 credits. Therefore, the science course was eliminated. 

Currently, as part of general education requirements, teacher candidates are required to take one 4 credits science course with a lab. They can choose a course in biology, chemistry, or Earth science. The course is taught by the science department faculty with focus on content knowledge.

The education UG program went through a massive revision of the field courses to include more application and evaluation approach. There is a high interest in bringing back the content courses back to the education faculty in the areas of math, science, and social studies while the general education requirement has to be fulfilled. 

Evidence of Need:

State current status of performance based on evidence

As an elementary or middle school teacher, they need to learn the science content in all areas including environmental science and inquiry-based approach. They can’t take four or five courses in science to build the content knowledge, therefore, they need a course that combines the content in all the science areas including environmental science. Alongside the content, teacher candidates need to learn how to teach science using an inquiry-based approach (science methods). The final need to close the circle is for the teacher candidates to apply what they learn in their field placement. In summary, there is a need for one course that encompasses the science content, teaching methods, as well as assessment. 

Evidence of Success:

State what success looks like 

The course should have a three-legged structure. The first two legs should include both content and teaching methods designed to meet the needs of elementary/middle school teacher candidates. The course should follow a plan of building knowledge and applying it through inquiry-based investigation using a flipped classroom model. The third leg should focus on assessment. The course should weave ongoing formative and summative assessment. It should include at least one key assessment where TC demonstrates their ability to apply the skills learned in the course. One suggested assessment could be developing a unit or a lesson plan to teach science using inquiry approach. Ideally, this assessment should include planning, instruction, and assessment. 

Action plan to revise, improve, or integrate inquiry-based environmental education: 

What steps will you take to revise, improve, or integrate inquiry-based environmental education into classroom/EPP that supports integration of the Wisconsin Standards for Environmental Literacy & Sustainability? 

1.     Review the old science method course that was offered in the education UG program. Identify strengths and needs for the course.

2.     Revise the current science method course addressing the needs by including more science content (environmental Education) and inquiry-based learning.

3.     Submit the revised course plan to the curriculum committee for review and approval

4.     Select resources to support learning the content as well as the method.

5.     Designed the flipped classroom structure.

6.     Plan to integrate the content and teach them using an inquiry based approach to model for teacher candidates as they participate in the learning as students. 

7.     Design each session to include science content as well as inquiry-based learning.

8.     Design ongoing formative as well as summative assessment for each session.

9.     Design the final project (key assessment) including planning/teaching a science lesson or unit. 

In what ways will you address Wisconsin Standards for Environmental Literacy and Sustainability Standards Addressed (Full Document or searchable spreadsheet)?

The proposed 4 credits course will be taught in 4 hours session weekly for 13 weeks. The last week of the course will be reserved for the key assessment (final project). The 12 weeks will be divided into six sections: Scientific Inquiry, Methodology, Techniques & History; Basic Principles of Matter & Energy; Physical Sciences; Life/Environmental Sciences; Earth Sciences; and Science, Technology & Society.  

 

Sample course schedule for the life/environmental science section:

Time Frame: 3 weeks. Each week will have a four hours session (in person or synchronous) and at least 1-2 hours completed outside the class time (asynchronous). 

Content Knowledge: 

Life/Environmental Science Section – 17 Chapters

Ch. 25 Cell Biology     

Ch. 26 Prokaryotic Cells         

Ch. 27 Protists, Fungi & Viruses        

Ch. 28 Biochemistry   

Ch. 29 Basic Genetics           

Ch. 30 Cell Reproduction & Division  

Ch. 31 Transcription & Translation Process  

Ch. 32 DNA Replication          

Ch. 33 Evolution         

Ch. 34 Biological Classification          

Ch. 35 Plant Cells       

Ch. 36 Plant Structures & Functions

Ch. 37 Homeostasis of Organisms    

Ch. 38 Human Body Systems           

Ch. 39 Human Reproduction & Development            

Ch. 40 Key Aspects of Ecology          

Ch. 41 Biodiversity     

 

Delivery: Flipped Classroom

Before Class: 

  1. Part 1: Self-paced Content Knowledge should be completed prior to attending class. Provide teacher candidates with multiple resources to access the content including reading the chapters (text), watching video clips presenting the content as well as any other available resources that supports diverse learners. 

  2. Part 2: Assessment should be completed prior to attending class. Design formative and summative assessment to check for understanding and evaluate content knowledge. Assessment should be used as a “ticket into class.”  Make sure to design multiple forms of assessment to meet the needs of diverse learners. 

 

During Class: 

  1. Part 1: Plan a check-in activity to review the content knowledge and activate prior learning. 

  2. Part 2: Design investigations using the inquiry-based approach to explore and apply the key concepts learned from the content. 

    1. Align the investigation to NGSS and ELS standards.

    2. Plan a 45 minutes investigation using an inquiry-based approach. You will have about 4 investigations per class. 

    3. Design formative assessment to check for understanding and application. 

    4. Plan time for reflection and/or debrief at the end of each investigation.  

Sample Session:

Content: Ch. 33: Evolution 

Before Class: 

Part 1: Read Chapter 33 or watch online video lessons to:

●      Understand evolution theory, evidence and rates; Define the Hardy-Weinberg equilibrium and evolutionary agents

●      Summarize natural selection and adaptation processes

●      Explore speciation types and barriers

●      Examine genetic variability, random mutation and artificial selection

●      Identify the fossil evidence for evolution

●      Understand comparative genomics

Part 2:

  1. Please complete this assignment by the specified due date. Please re-take the lessons' quizzes to achieve a minimum of 80%. When done, please click "Done" on the google classroom assignment to submit. 

  2. Complete the concept map and bring to class. Be ready to share. 

During Class: 

  1. Part 1: Museum Walk

    1. Post your concept map

    2. Take a walk and visit each exhibit (concept map)

    3. Use the following codes

      1. Check mark: if you have a similar idea

      2. Question mark: if you have a question

      3. WOW: when you like an idea or find it interesting.

    4. When done, take your concept map. Add, revise, edit your concept map based on your new learning. 

  2. Part 2: The Case of Peppered Moth

    1. NGSS: 

      1. MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.

      2. MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

    2. ELS:

      1. ELS.EN7: Students engage in experiences to develop stewardship for the sustainability of natural and cultural systems.

        1. EN7.A: Inquiry and Investigation

        2. EN7.B: Design and Implementation  

        3. EN7.C: Evaluation and Reflection

    3. Investigation: https://stanford.app.box.com/s/ttvtjgpyu6hs0n16za8s57mtkezca28f

Assessment https://stanford.app.box.com/s/ttvtjgpyu6hs0n16za8s57mtkezca28f


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