Syllabus

Professors

Dr. Sid Crow Georgia State University Atlanta, GA 30303 Room 421, Kell Hall Phone: 404/651-3103 E-mail: biosac@panther.gsu.edu

Dr. Nydia Cookie Hanna Georgia State University Atlanta, GA 30303 Room 683, CoE Building Phone: 404/651-0172 E-mail: nhanna@gsu.edu

Meeting Day: Wednesday
Time: 4:30-7:00

Place: Room Kell 296

Course Website:  http://www2.gsu.edu/~mstnrhx/foyer.htm

Course Objectives:

Examination of environmental science concepts with an emphasis on incorporation of environmental science issues/applications into science curriculum. Internet and group projects will be utilized.

By taking this course you should be able to:

• 1. Discuss environmental science terms and concepts.
• 2. Identify opportunities to incorporate environmental biology issues/applications into science curriculum.
• 3. Use the internet to locate and utilize resources for enhancement of environmental biology knowledge and understanding.
• 4. Gain perspectives on the processes and techniques utilized in studying environmental problems.
• 5. Know how to participate with colleague design teams to develop concepts and understandings of an environmental biology topic based on cooperative learning and WEB technology.
• 6. Critically evaluate new environmental biology trends in research and assert how the knowledge may be used in the contemporary science classroom.
• 7. Become aware of the power of computer technologies and the skills necessary to navigate the NET to assimilate, review, and conceptualize information.
• 8. Discuss the role and importance of incorporating environmental biology concepts in every scientific discipline.

There are several aspects of the course which will be required. These are as follows:

1. The first requirement is that you make a list of the goals that you will work on during the semester. E-mail the list of goals by January 16.

2. The second requirement is that you participate in a number of Online Projects, which are outlined here and detailed on the BIOL 6490 web page located at http://www2.gsu.edu/~mstnrhx/foyer.htm

Each project has a specific criterion for accomplishment.

Project #1-Toxic Pollutants: Everyday Exposure

Project #2-Ecosystems: Global Warming

Project #3-Natural Selection: Amphibian Abnormalities

Project #4-Conservation: Green Medicines.

Project #5-Biological Agents

Projects #1-5 have assignment pages within this web course. Each assignment page lists the requirements for that project. The last assignment for these projects is a Topic Project. This topic project is to be chosen from the following formats:

• Internet Lesson Plan/Web Quest- design a science lesson plan on your topic for the classroom based on the use of the internet. The plan should include web sites for students to look up in order to inform them about the topic you have chosen. The plan may also have web sites that are interactive as part of the lesson, as well as web sites for the teacher to use as a resource. This should be a webpage.

The format will be:

1. Title
2. Overview
3. GPS alignment
4. Materials
5. Invitation/Introduction
6. Exploration
7. Explanation
8. Take Action

Click here to view Examples of Internet Lesson Plans in this format

• Misconception Analysis- Develop a project around a scientific misconception in any of the topics in this course.The format for this assignment leads you through data collection, a series of questions and activities that will identify the misconception and create a learning activity to address the misconception. All 6 steps must appear in your project in the order below:
  
  1. Identify the misconception- define it in student's words
  2. What is the correct conception?- define in teacher words
  3. Design a small survey to see how people think about this misconception.Do others have the same misconception? Can you ask questions to find out where their conception falls apart? You can survey students and adults. Gather data on the results of the survey. Have at least 10 people take your survey. Analyze the data for trends and issues.
  4. Identify learning outcomes that match their responses and what you will need to correct. Cover cognitions, skills and affects. Indicate the source of these learning outcomes (NSES, Benchmarks, new GPS).
  5. Design the activity to explain the misconception.The hands-on activity may be a lab, an outside activity, a toolkit, or any other activity that involves hands-on partcipation. It may also be a WebQuest or other interactive internet activity.
  6. Develop an assessment to evaluate if the students realigned their concept. Possible assessments may include extension activities, project based assessments, production of a media product, etc.

• Content Based Paper- an in depth paper focusing on a specific topic within the broader Project #. This paper must have at least 5 references, and be 5-7 pages double spaced typed pages.

You must utilize each format during the semester, but it is your decision which Projects you use them for.

Project #6-STS topic-your choice

Design a website for middle or high school students to find out about a topic in Environmental Biology.

The website must be:

• Content heavy
• Links to other websites should be for reference only
• There should be an online self assessment about the content. You may utilize the Quizcenter to construct your online assessment. Set the configuration to give the quiztaker immediate quiz grading.
• The website must include a current controversy in the topic.
• The topic and website must address the science and society connection.
• You may have as many pages as you wish.
• You will work in groups of 2 or 3.
• You may use the WebCT Vista portion of the course to share your "pages in progress" within your groups.

3. The third requirement is that you participate in at least three online classes conducted in the chat rooms.

Attendance Policy:

Please refer to the University's statement on attendance. Because much learning in the field of science is experiential, good attendance is critical to understanding concepts presented in class. All proposed absences must be communicated to the instructor. The instructor reserves the right to deduct 2 points from the final grade for each class absence.

Textbook

Recommended: Ecology: A Bridge Between Science and Society, Eugene P. Odum, Sinauer Associates, Inc., Sunderland, Massachusetts, 1997.

Other References

Students will access the World Wide Web for other data and resources needed in this course. In addition, references will be provided throughout the semester.

Grading and Assessment:

Assessment of your performance in this course will be determined by a combination of methods. Your participation and products from the online projects will be evaluated concurrently by the instructor. The instructor will utilize an assessment rubric to assign a grade to the Online Projects. Assessment will also include a written final reviewing basic concepts of environmental biology.

Appendices

Overall Assessment Form

"This course syllabus provides a general plan for the course; deviations may be necessary"

Assessment of your progress will include a holistic evaluation of your Online Projects, and an evaluation by your instructor on class participation and attendance.

Your grade for this course will be determined as follows:

Name _______________________________ Date _____________

Online Projects

Project #1 Toxic Pollutants (10) ______

Project #2 Ecosystems (10) ______

Project #3 Natural Selection (10) ______

Project #4 Conservation (10) ______

Project #5 Biological Agents(10) ______

Project #6 STS topic (20) ______

Chat rooms/Discussion groups (5) ______

Class Participation/Attendance (5) ______

Final exam (20) ______

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Total Points (100) ______

90-100=A, 80-89=B, 70-79=C