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Taking them to the top:
Cultivating an integrated science learning environment (ISLE)
with applications of information technology and environmental education
Welcome to our home page! Taking them to the top is
a year-long professional development program that was jointly developed by the
Science/Mathematics Education Department and
Teacher Development
Center at the
University of
Texas at Dallas to serve north Texas teachers. It is made possible by a
2004-2005 award from the
Teacher Quality Professional Development Grants Programs, which in Texas are
administered by the Texas Higher Education Coordinating Board. The Teacher
Quality programs are a federally funded effort providing grants to institutions
of higher education and non-profit organizations to promote improved instruction
in mathematics and science for Texas school children by providing training for
their teachers.
Seminar Series |
Academic Schedule |
Summer Syllabus | Applicant Information
As life-long learners, teachers know how to ‘fish’; this
program will provide a structure to help them ‘choose the bait’. Cultivating an
integrated science learning environment with applications of information
technology and environmental education will ‘take them to the top’ and establish
an able cohort of teacher leaders ready to meet the needs of Texas students.
Designed specifically for current or
prospective middle school teachers, the year-long instruction includes an
intensive summer field experience followed by on-campus meetings and on-line
modules. Scientific investigations will use hands-on activities and infuse
technology innovations into classroom instruction. Coursework will support the
development of a comprehensive virtual field trip web site. To that end, a
cohort of teachers will be instructed in the use of various scientific and
educational technologies and exposed to an array of curriculum tools and
resources.
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The text we'll refer to throughout the
program is The Sciences: An Integrated Approach, 4th Edition, by
James Trefil and Robert M. Hazen.
This resource integrates major concepts from physics, chemistry, astronomy,
earth sciences, and biology to help anyone become science-literate. Even
readers with little or no science background will find this unique book an
indispensable guide to understanding the latest headlines, controversies,
and scientific developments. The new edition keeps pace with the dynamic
nature of the sciences by incorporating the most up-to-date discoveries in
all five disciplines. |
Participants will earn 9 masters-level semester credit
hours through an integrated field course in summer 2004 followed by two
semesters of on-campus meetings and on-line modules during the 2004-2005
academic year. The program includes graduate tuition and fees, course textbook,
conference support, and more! On completion, participants will receive special
recognition from the
Texas
Environmental Education Advisory Committee ~ and increased content
knowledge, expanded pedagogical expertise, and a range of tools and resources to
support classroom implementation. Ask your science supervisor about other
district-specific rewards!
Seminar Series
Educators may earn 1 SBEC-approved
CPE credit hour for each seminar attended!
>
UTD Press Release (Sept. 20, 2004)
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2004 poster(*.pdf) - old
>
2005 poster(*.pdf) - new!
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Teacher Development Center
Science/Mathematics Education |
The
Center for
Science Education Research
invites you to attend any and all programs in its
2004-2005
Seminar Series for Life-long Learners
at
The
University of
Texas at
Dallas
Monday
evenings from 6:00 pm until 7:30 pm
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September
27, 2004 Dr. Thomas R.
Butts
Teaching
Mathematics Through Problem Solving
To many
mathematically literate people, mathematics is synonymous with solving
problems. On the other hand, persons not enthralled with mathematics may
describe any mathematics activity as problem solving. This discussion will
focus on mathematical problem solving as a Process, as an Instructional
Goal, and as an Instructional Method. (Conference Center, CN1.112)
>
Dr. Butts presentation notes
November
1, 2004
Dr. Fred L. Fifer, Jr.
Critical
Thinking: A Novel Way of Learning
Not everyone is born
a ‘good’ critical thinker, but everyone can improve his/her skills with a
little practice. Becoming comfortable with some simple strategies is a major
enabling tool applicable to many venues. Four areas related to this topic
are [1] Trial & Error, [2] Word Pictures, [3] Big Numbers, and [4]
Relativity. Come enjoy participating in some critical thinking activities –
ideas you might use tomorrow!
(Conference Center, CN1.112)

January
24, 2005
Dr. Homer A. Montgomery
Improving
Education in Science Five Minutes at a Time
Radical pedagogical
modifications in the classroom are difficult to execute. Implementing
five-minute manipulative sessions meets little instructor resistance and
improves scores on exams. Examples include the use of common hardware store
objects to help students understand cladograms and learning about sauropod
physiology by manipulating potatoes, balloons, toothpicks and PVC pipe.
(School of Management, SM1.118)
February
28, 2005 Dr. Mary L.
Urquhart
Scale in the
Solar System
Learn about hands-on
activities that will aid in understanding scale in the solar system. We will
create a 1 to 10 billion scale model of the planets and Sun using everyday
materials, model the Earth-Moon system with ‘play dough’, and see how a
scale model of Saturn can help with visualization of the ringed planet!
(Conference Center, CN1.112)
April
11, 2005
Dr. Russell Hulse
Recipient of the 1993 Nobel Prize in physics and
visiting
professor of physics, science and math education at UTD
2004-2005
Seminar Series Finale
Science, from Nobel to
Neighborhoods
My career in science
began as a youngster who was captivated by how science opened his eyes to
the fascinating world around him. That fascination eventually led to an
exciting scientific adventure as a graduate student, and a discovery for
which I was awarded a Nobel Prize in Physics. I will tell the story of that
discovery, and how the experience of receiving the Nobel Prize led me to a
new focus on bringing the excitement and adventure of science to a new
generation of kids (and adults) through community-based science education.
(Conference Center, CN1.112)
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Especially designed with classroom
teachers, school administrators, educational professionals, higher education
faculty and staff, young adults, parents and grandparents in mind, these
presentations are free and open to the public!
The
University of Texas at Dallas is located near the intersection of Campbell and
Coit roads in
Richardson, Texas.
Campus
maps, university and program information are available at
www.utdallas.edu
or call 972-883-2496 for details.
Academic Schedule
>
Printer-friendly PDF
PROCESS
KNOWLEDGE AND SKILLS ARE TO BE TAUGHT THROUGHOUT THE YEAR.
Enduring Understandings:
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Field and laboratory investigations
must include using safe, environmentally appropriate, and ethical practices.
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Scientific inquiry methods are
used during field and laboratory investigations.
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Critical thinking and
scientific problem solving are used to make informed decisions.
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Tools methods are used to conduct science
inquiry.
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Demonstrate safe practices during field and laboratory investigations.
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Make wise choices in the use and conservation of resources and the
disposal or recycling of materials.
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Plan and implement investigative procedures including asking questions,
formulating testable hypotheses, and selecting and using equipment and
technology.
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Collect data by observing and measuring.
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Analyze and interpret information to construct reasonable explanations
from direct and indirect evidence.
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Organize, analyze, make inferences and predict trends from direct and
indirect evidence.
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Communicate valid conclusions.
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Construct graphs, tables, maps, and charts using tools including
computers to organize, examine, and evaluate data.
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Analyze, review, and critique scientific explanations, including
hypotheses and theories, as to their strengths and weaknesses using scientific
evidence and information.
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Draw inferences based on data related to promotional materials for
products and services.
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Represent the natural world using models and identify their limitations.
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Evaluate the impact of research on scientific thought, society and the
environment.
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Connect Grade 6/7 science concepts with the history of science and
contributions of scientists.
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Collect, analyze, and record information to explain a phenomenon using
tools including beakers, petri dishes, meter sticks, graduated cylinders,
weather instruments, hot plates, test tubes, safety goggles, spring scales,
balances, microscopes, telescopes, thermometers, calculators, field equipment,
computers, computer probes, timing devices, magnets, and compasses.
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Collect, analyze, and record information to explain a phenomenon using
tools including beakers, petri dishes, meter sticks, graduated cylinders,
weather instruments, hot plates, dissecting equipment, test tubes, safety
goggles, spring scales, balances, microscopes, telescopes, thermometers,
calculators, field equipment, computers, computer probes, timing devices,
magnets, and compasses.
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Identify patterns in collected information using percent, average, range
and frequency.
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Collect and
analyze information to recognize patterns such as rates of change.
MODULE 1: SYSTEMS
OF THE HUMAN BODY
8/23/04-9/27/04
Enduring
Understandings:
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Equilibrium of a system may
change.
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There is a relationship between
structure and function in living systems.
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Responses of organisms
are caused by internal and external stimuli.
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Species can change
through generations and the instructions for traits are contained in the genetic
materials of the organisms.
Class/Lab instruction I.1:
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Describe how the properties of a system are
different from the properties of its parts.
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Differentiate between structure and function.
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Identify the systems of the human organism
and describe their functions.
Class/Lab instruction I.2:
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Identify how
structure complements function at different levels of organization including
organs, organ systems, organisms, and populations.
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Identify
responses in organisms to internal stimuli such as hunger or thirst.
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Analyze changes
in organisms such as fever or vomiting that may result from internal stimuli.
Class/Lab instruction I.3:
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Determine that
all organisms are composed of cells that carry on functions to sustain life.
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Identify cells as
structures containing genetic material.
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Interpret the role of genes in inheritance.
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Distinguish
between dominant and recessive traits and recognize that inherited traits of
an individual are contained in genetic material.
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Identify some
changes in traits that can occur over several generations through natural
occurrence and selective breeding.
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Identify that sexual reproduction results in more diverse offspring and
reproduction results in more uniform offspring.
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Compare traits of
organisms of different species that enhance their survival and reproduction.
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Describe how
organisms maintain stable natural conditions while living in changing external
environment.
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Identify
responses in organisms to external stimuli.
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Identify responses in organisms to external stimuli found in the environment.
Seminar I:
Round-table discussion I:
Teacher presentations I:
MODULE II: PROPERTIES AND CHANGES IN MATTER
10/04/04-11/8/04
Enduring Understanding:
Class/Lab instruction II.1:
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Demonstrate that
new substances can be made when two or more substances are chemically combined
and compare the properties of the new substances to the original substances.
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Identify and
demonstrate everyday examples of chemical phenomena such as rusting,
tarnishing of metal and burning of wood.
Class/Lab instruction II.2:
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Recognize that
compounds are composed of elements.
Class/Lab instruction II.3:
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Classify
substances by their physical and chemical properties.
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Describe physical
properties of elements and identify how they are used to position an element
on the periodic table.
Seminar II:
Round-table discussion II:
Teacher presentations II:
MODULE III: MOTION,
FORCES, MACHINES AND ENERGY 11/15/04-1/10/05
Enduring Understandings:
Class/Lab instruction III.1: Newton’s Laws of Motion
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Identify and describe
the changes in position, direction of motion, and speed of an object when
acted upon by force.
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Demonstrate that changes
in motion can be measured and graphically represented.
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Demonstrate that an
object will remain at rest or move at a constant speed and in a straight line
if it is not being subjected to an unbalanced force.
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Relate forces to
basic process in living organisms including the flow of blood and the
emergence of seedlings.
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Class/Lab instruction III.2: Work and Machines
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Demonstrate basic
relationships between force and motion using simple machines including pulleys
and levers.
Class/Lab instruction III.3: Energy
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Define matter and
energy.
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Identify forces that shape features of the Earth including uplifting, movement
of water, and volcanic activity.
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Illustrate examples of potential and kinetic energy in everyday life such as
objects at rest, movement of geologic faults, and falling water.
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Identify that
radiant energy from the sun is transferred into chemical energy through the
process of photosynthesis.
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Identify energy
transformations occurring during the production of energy for human use such
as electrical energy to heat energy or heat energy to electrical energy.
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Compare methods
used for transforming energy in devices such as water heaters, systems, or
hydroelectric and wind plants.
Seminar III:
Round-table discussion III:
Teacher presentations III:
MODULE IV: MOTION OF THE EARTH AND
MOON 1/17/05-2/21/05
Enduring Understandings:
Class/Lab instruction IV.1:
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Identify and describe a system that results from the combination of two or
more systems such as in the solar system.
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Identify characteristics of objects in our solar system including the Sun,
planets, meteorites, comets, asteroids, and moons.
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Identify and illustrate how the tilt of the earth on its axis as it rotates
and revolves around the sun causes changes in seasons and the length of the
day.
Class/Lab instruction IV.2:
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Describe types of
equipment and transportation needed for space travel.
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Relate the
Earth’s movement and the moon’s orbit to the observed cyclical phases of the
moon.
Seminar IV:
Round-table discussion IV:
Teacher presentations IV:
MODULE V. EARTH’S
ENVIRONMENT
2/28/05-4/25/05
Enduring Understandings:
Class/Lab instruction V.1:
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Identify
components of an ecosystem.
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Describe energy
flow in living systems including food chains and food webs.
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Explain and
illustrate the interactions between matter and energy in the water cycle and
in the decay of biomass such as in a compost bin.
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Identify
relationships between groundwater and surface water in a watershed.
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Describe
components of the atmosphere, including oxygen, nitrogen, and water vapor, and
identify the role of atmospheric movement in weather change.
Class/Lab instruction V.2:
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Observe and
describe the role of ecological succession in ecosystems.
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Observe and
describe the role of ecological succession in maintaining equilibrium in an
ecosystem.
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Describe how
different environments support different varieties of organisms.
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Observe and
describe how organisms including producers, consumers and decomposers live
together in an environment and use existing resources.
Class/Lab instruction V.3:
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Summarize the rock cycle.
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Analyze affects of regional
erosional deposition and weathering.
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Describe how
systems may reach an equilibrium such as when a volcano erupts.
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Describe and
predict the impact of different catastrophic events on the earth.
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Research and
describe energy types from their source to their use and determine if the type
is renewable, non-renewable, or inexhaustible.
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Make inferences
and draw conclusions about affects of human activity on earth’s renewable,
non-renewable, and inexhaustible resources.
Seminar V:
Round-table discussion V:
Teacher presentations V:
FINAL PROJECT
EVALUATION
5/2/05
Back
to the top!
Summer Syllabus
>
Printer-friendly PDF
The purpose of this intensive field-based course is to
address the critical content and concepts of science and various teaching
approaches in a variety of authentic learning environments. Hands-on,
inquiry-based activities will be incorporated in classroom lessons to
familiarize teachers with new and current resources (i.e., TEXTEAMS Vistas,
other TEA products, and GEMS/FOSS kits). Emphasis will be placed on topic
integration and intervention strategies. The context of watersheds provides the
unifying theme; water chemistry will be analyzed both qualitatively and
quantitatively at all sites. Original and archived data will be used as the
medium for practice with appropriate tools, analysis procedures, and
presentation models.
OVERVIEW
Teachers will be required to keep a
journal recounting experiences, observations, and data. Entries completed after
each lesson and following all other sessions will highlight methods for using
information to include all students in the learning of science. These
reflections will allow teachers to produce an essay to be used in their
classrooms with their students in support of materials collected during the
field experience. Concise, focused, scientifically- and educationally-sound
journal summaries will be compiled to highlight methods for actively engaging
all students in the learning of science.
This course begins the
development of a comprehensive virtual field trip web site based on the summer
experience. To that end, teachers will be instructed in the use of various
scientific and educational technologies and exposed to an array of curriculum
tools and resources. Each participant will produce high-quality lesson plans
that incorporate materials in ways that meet the specific needs of their
respective students. By the end of the fall/spring coursework, each teacher will
have produced a portfolio that documents his/her understanding of science and
includes hands-on, inquiry-based lessons and technology-based applications for
the classroom that are aligned with the TEKS, District Standards, and TAKS
objectives.
CLASS FORMAT
The course is built around 5 field
experiences to local science-related sites. The structure includes 5 pre-trip
classes, 5 local day trips, and 5 independent online post-trip follow-up
modules. Pre-trip classes will be held on the UTD campus (Richardson) from
9:00AM until noon. Local day trips will start at the field locale at 10:00AM and
conclude by 3:00PM. Post-trip follow-up is completed through 1-hour online
modules accessible through a web browser.
The typical daily timeline for summer
pre-trip classes is:
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9:00 - 9:15 |
Experiential training activity |
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9:15 - 10:45 |
Inquiry-based process/content lesson and TEKS/TAKS
analysis |
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10:45 - 11:30 |
Application of technology to classroom activities,
journal entries |
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11:30 - 12:00 |
Pre-trip discussions: site features, data collection,
background research, and teacher perceptions of former classroom students’
understanding |
The typical daily timeline for summer
local day trips is:
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10:00 - 12:00 |
Field experience facilitated by local research
scientists |
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12:00 - 1:00 |
Working lunch (instructor reading of essays on the
nature of science) |
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1:00 - 2:30 |
Individual data collection and research investigations |
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2:30 - 3:00 |
TEKS/TAKS discussion to integrate teachers’
investigations and the implications for applications within individual
classrooms |
MEETING
SCHEDULE
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Date/Time |
Topic/Activities |
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MODULE I: EARTH’S ENVIRONMENT |
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6/7/04
UTD
9:00AM to Noon |
Experiential
training: Community
Juggling (relationships and interdependencies)
Laboratory
activities: Learning to
See (methods of observation and data collection techniques)
Instructional skills:
Integrating process skills and environmental topics |
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6/8/04
Field Site
10:00AM to 3:00PM |
Local day trip:
Heard Natural History Museum and Sanctuary
Field investigation:
Wetlands habitat and ornithology
Data collection: water quality and
environmental variables of a nature preserve
Content knowledge:
Changes in geology, biomes, and water chemistry |
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6/9/04
Online |
Journal assignment: There and Back I
Research focus:
Ecosystems & habitat destruction
Intervention
strategies: Methods for
incorporating the uncertainty of science into lessons |
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MODULE II: HUMAN BODY SYSTEMS |
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6/10/04
UTD
9:00AM to Noon |
Experiential
training: If I had a
Hammer
Laboratory
activities: Cultivating
Curiosity (developing questions for exploration in the field)
Instructional skills:
Choosing tools for field and classroom investigations
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6/11/04
Field Site
10:00AM to 3:00PM |
Local day trip:
Dallas Zoo
Field investigation:
Endangered species and animal behavior
Data collection: Water quality and
environmental variables of a controlled setting
Content knowledge: Interactions of body
systems, physics and chemistry |
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6/14/04
Online |
Journal assignment: There and Back II
Research focus:
Adaptation and survival
Intervention
strategies: Methods for
incorporating personal relevance into lessons |
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MODULE
III: MOTIONS
OF THE EARTH AND MOON |
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6/15/04
UTD
9:00AM to Noon |
Experiential
training: Balancing Acts
(cause and effect relationships)
Laboratory
activities: Arranging
and Re-arranging (preparing for and analyzing data)
Instructional skills:
Using images, graphs, charts to enhance student understanding
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6/17/04
Field Site
10:00AM to 3:00PM |
Local day trip:
Parkhill Prairie
Field investigation:
Natural cycles, phases, and seasonal change
Data collection: Water quality and
environmental variables of a grassland
Content knowledge:
Methods for encouraging critical thinking and problem solving |
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6/18/04
Online |
Journal assignment: Painting the Whole
Picture
Research focus:
Change over time
Intervention
strategies: Methods for
incorporating critical voice into lessons |
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MODULE IV:
PROPERTIES
AND CHANGES IN MATTER |
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6/21/04
UTD
9:00AM to Noon |
Experiential
training: Who was I?
(similarities and differences)
Laboratory
activities: Sharing the
Excitement (interpretation of qualitative and quantitative data)
Instructional skills:
Alternative assessments (i.e., portfolios, nature writing, student
inclusion, skill level differentiation) and lesson planning for special
groups (i.e., cultural, socio-economic, language proficiency)
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6/22/04
Field Site
10:00AM to 3:00PM |
Local day trip:
Dallas Aquarium
Field investigation:
Tolerance and range of organisms
Data collection: Water quality and
environmental variables in marine and freshwater systems
Content knowledge:
Interactions among biotic and abiotic portions of the environment
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6/23/04
Online |
Journal assignment: Communicating
Connections
Research focus:
Impact of humankind
Intervention
strategies: Methods for
incorporating student negotiation into lessons |
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MODULE V:
MOTION,
FORCES, MACHINES, AND ENERGY |
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6/28/04
UTD
9:00AM to Noon |
Experiential
training: Rope Tricks
(individual/team problem-solving and innovative research techniques)
Laboratory
activities: Getting
Answers (experimental design and investigative models)
Instructional skills:
Methods for refining questions and implementing individual and group
projects (preparing efficient, safe, and effective ‘cohesive’ activities) |
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6/29/04
Field Site
10:00AM to 3:00PM |
Local day trip:
The Science Place
Field investigation:
Forces at Play (mechanics of interactive displays and impact of visual
presentation)
Data collection: Water quality and
environmental variables of a city park (urban area)
Content knowledge:
Forces exerted by living and non-living systems |
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6/30/04
Online |
Journal assignment: Painting the Whole
Picture
Research focus:
Technology and Action!
Intervention
strategies: Combining
content and process and methods for incorporating shared control into
lessons |
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FIELD EXPERIENCE
SUMMARY |
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7/1/04
UTD
9:00AM to Noon |
Guided discussion and end of
course evaluation
Looking forward to the
fall and spring… |
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Applicant Information
The application period closed on April 29, 2004. All
spaces are filled and there is a waiting list for the 2004-2005 program. Please
visit the Science/Mathematics
Education program website for other opportunities.
To find out more about the
Taking them to the top program and
other professional development events,
please contact:
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