Study Of All Aspects Of Life And Living Things

Students observe and record some of the structures of a crustacean, the crayfish, and compare it to other organisms. They establish a feeding and maintenance schedule for the organisms. Students investigate crayfish behavior and map where the crayfish spend time within their habitat. Through readings, organism cards, and a video, students learn about adaptations of organisms in different environments. Students engage in an outdoor simulation activity to explore food chains.

Science is in my blood. I grew up always being fascinated in science both physical and environmental. My love for science started early when I was able to play outside every day and performing my own experiments in the backyard. Throughout middle school and high school, I took every available science course, I simply just wanted to know more. I did not know my exact path of study until my senior year in high school. I enrolled into an AP Environmental Science class, a brand new test run course at my school. Thinking back to AP Environmental Science, it was not just the material that directed my study. Ultimately it was my teacher, Mrs. Andre, who strengthen the flames of desire and intrigue to continue along the environmental studies path. Her drive and passion every day is what inspired me to focus on environmental education and communication.

The environment played a key role in the completion of both activities. According to the OTPH-3 an environment is defined as “External physical and social conditions that surround the client and in which the client’s daily life occupations occur” (AOTA. 2014, pg. S12). The first major inhibitor regarding the physical environment was that fact that the children were not placed in their normal classroom. Due to a recent mold issue, the students of the Wyoming Valley West Middle School were unexpectedly asked to move to the Wyoming Valley West High School. Since neither the students, nor the teachers were familiar with the classroom, they had a difficult time finding items such as paper towels.

For this course we received a hands-on opportunity to view science in an outdoors setting at Nixon County Park. I attended a training session to learn more about the practices and procedures of nature education and assisted two grade levels of children that visited the park. I helped first graders on a nature walk and fourth graders on an indoor lesson about animals. Both were unique experiences that helped me learn to become a better teacher of science.

My students will create their own Natures Notebook out of donated notebooks given to the school or I will provide them given the income status and if the student’s families can afford one. I will start the Natures Notebook with a PowerPoint describing what the project is, how it will be graded weekly and why it is important. For the observations, we will take 20 minutes at the beginning of class to go outside and observe, write what we observe and in the class that will lead us into our unique lesson plan for the day. At the end of the lesson, students will have 5 minutes to make a prediction for the next day.

Gardens offer science and mathematics lessons in enjoyable, hands-on situations that permit children to “think with their hands”. Gardens help teach communities and endorse sustainable, local foods while also providing critical science and mathematics lessons to elementary students. Gardens also teach children life lessons such as patience and accountability as they nurture plants. Research done by the University of Alabama demonstrates that children’s participation in gardens leads to healthier food choices, more compliance to try or eat vegetables, improved plant knowledge, greater interest in learning, and increased reading and math standardized test scores. Students who participated in gardening had a six percent lower body mass index, an average of eleven percent higher standardized test scores, and twenty-seven percent more vegetable consumption (Grider). For many students, school can be a uninteresting but required exercise where paying attention and retaining information becomes a tedious endeavor. When an active teacher decides to teach science through gardening and hands-on experience, they will discover that students are more engaged with a higher voluntary participation rate. NWFSC should start a garden because of the possible learning opportunities that can be available to local elementary

The eco-schools programme offers environmental education that benefits the pupils by developing the skills in them that will help them live a morally responsible life.

There were several parts of this Bio 105 class that I felt were important to my continued education at UNCG and to the rest of my life, but for now I would like to focus on three main sections that I feel were particularly valuable. Learning about anthropocentrism, human impact through pollution, and the human population helped me change the way I think about the world and see myself in it.

Let us call her a scientist and biologist in the making. Elizabeth is one of Ryan’s 12th grade students who is doing her senior project on sea turtles. Michael discussed tractability of the turtles and scientific development and suggests to her that she focus her project on that. Elizabeth said that she “wants to give a presentation to elementary school students, and sixth graders” to be more specific. Her project plan has great substance. She wants to impress upon our youth how important sea turtle sustainability truly is. Ryan says that he “likes to get his students involved and encourages project based activities as an effective learning tool.” Each year they do a senior project, which consists of the four P’s. The students are required to do an eight page paper; show a product; put a portfolio together; and give a presentation on their project. Last year Ryan’s class contributed 350 origami turtles to our 1,000, which are displayed in the new STPS education center. This contribution brings endless education opportunities to all knowledge seekers that come in every single day. Ryan’s preparatory based learning method is ideal as introductory college courses. His students will be better prepared for higher academia and performance achievements as they transition into

Christy Llanes is an AP Biology, Biology, and AP Environmental Science teacher that educates students at Jose Marti MAST 6-12 Academy; she works with 8th-12th graders. Christy is also the head of the SECME Club, as well as the Head Chair of the Science Department. She believes her Science department offers an innovative and cutting edge program. Students learn to be critical thinkers, problem-solvers, and decision making citizens about the science and technology issues that encounter our society. Her 21st century teaching enables students to become future leaders who are able to overcome past scientific difficulties. Technology is utilized for a myriad of applications such as interpreting real-time data and using simulation software.

Teaching environmental responsibility is an important aspect of students’ education. The lesson will focus on studying the consequences of the Dust Bowl and the Chernobyl Disaster on the U.S. and the Eastern Europe. Discovering reasons and analyzing impacts of these catastrophic disasters will help raise students’ awareness and understanding of the importance of making responsible environmental decisions. By instilling in students environmental awareness, the lesson also contributes to building lifelong habits and developing necessary skills which will allow students to make informed decisions and consequently responsible choices. Such choices have a positive impact on a community, society, nation and potentially the world.

Skills: students work scientifically to record litter in the playground; they then demonstrate this knowledge through peer tutoring.

Finding ways to keep students interested in schoolwork and increasing their cognitive abilities has been a constant struggle for teachers. It is common knowledge that when a child’s interest wanes, it becomes harder for them to learn and retain knowledge on the subject. One tool that can be used to combat this issue would be the use of an outdoor classroom or learning outdoors. During the late 60’s and 70’s outdoor education was highly recommended in curriculum guidelines to enrich educational experiences, but later declined in the 80’s (Eaton, 1998). Today, outdoor education only plays a small role in children’s education experiences, despite the benefits it could provide. Teachers should take advantage of outdoor education to increase children’s cognitive skills, provide physical and emotional benefits, and decrease the bio phobia many children seemed to have developed.

There are a whole lot of programs or curriculums out there that try to talk about the environmental and academic needs of children. In this paper, I will try my best to discuss the five components of the

Humans are an interesting species because of the strong need humans have to fully understand what it truly means to be human. Many fields such as history, psychology, and sociology all offer a perspective in the study of humanity, but there are distinguishable from anthropology. Anthropology differs from other humanities fields due to its holistic nature, comparative research methods, and the strong emphasis on fieldwork and participant interaction. Anthropology is the study of people throughout the world, their evolutionary history, how they behave, adapt to different environments, communicate and socialize with one another. In order for anthropologists to examine the full scope of human life, they employ the four field approach that embodies the holistic nature of the field.