Pacific Seminar II Lesson Plan - Week #1
Information on Syllabus:
Monday: Intro & Philosophy. Syllabus. How Do We Learn. Photos y Meetings. Connection Activity. Discuss KWLs
Wed: Survey, Self-Reflection and Assessment, remote
Friday: PBR: Where Does the Trash Go? What Is In The Water? (in-situ data collection)

Topics/Concepts: Introduction, syllabus, expectations, learning.

Time: 12:30-1:50 pm (100 minutes * 3)

Objective (s):
(i) what the learner should be able to do, specifically - engage, inquire and analyze the syllabus and learning to learn PP.  Ask pertinent, clarifying questions;
(ii) under what conditions - viewing on the screen as the professor shares the expectations of the course;  
(iii) student centered, active, higher level - this first session will be mainly information on the syllabus, then the learning to learn will engage students in active concept mapping diagnostics of left/right brain and struggling with PBR driving question (DQ);
(iv) to what level/degree you will expect outcomes - students should understand, be able to address, complete and embrace the syllabus 100%; students should be 100% actively engaged, taking notes and incorporating them in the activities for the learning to learn PP;
(v) measureable - formative assessments of survey's, naturalistic data gathering and monitoring of the level of questions asked from students; 

Pacific Rising Objectives Addressed:
1. Expand innovation in academic programs through an ongoing innovation process, support to pedagogy and research and new education and service delivery models.
4. Advance faculty teaching, scholarship and research by expanding faculty development and increasing resources for scholarship and research.
5. Pursue University-wide marks of distinction, specifically in leadership development, experiential learning, international programs and student achievement.
7. Strengthen the liberal arts and sciences core through General Education, improved student writing and better integration of liberal arts and sciences with professional education.

Pac Sem II Objectives/Course Objectives Addressed:
At a minimum, upon successful completion of this learning opportunity, the student will:
► make distinct, clear, global connections synthesizing conceptual frameworks between Pacific Seminar I and II through continuing the study of the question “What is a Good Society?" through hands-on, contextual discovery in the discipline-specific perspective of environmental science (the connections will be measured through formal/informal writing/presenting in/outside of class and the degree for determining success will be 90% accuracy);
► develop and actively engage in academic/college writing and research skills appropriate to the high aptitude students at Pacific relatively new to the academe of higher learning within this writing intensive course (the skills and ability to DO writing will be measured through formal and informal writing deliverables to the degree of 90% accuracy for success);
► develop and model Bloom's critical thinking and best-practices for learning, and engaging in high quality, frequent oral presentations (the ability to transfer the thinking into tangible products will be determined specifically by a formal Critical Thinking Activity evaluated and success quantified to the degree of 90%); and
► broaden their own social awareness by interacting with the content and regional society, through on-site visits to landfills, water treatment plants, environmental consultants, etc. as well as and be fully participatory in engaged citizenship; connecting the local hydrological cycle and the respective issues with a the global community; (the success of these connections will be evaluated using a culminating opportunity, which will be measured based on criteria of how complete the student integrates 90% of the concepts discussed throughout the course).

Activities:
1) Introduction, Ed Philo (show CBS Early Show segment) - Provide your approach to course - NOT a lecture, intend to make it highly interactive, activity-based, folks will be moving. We will only be together about 45 hours - YOU need to decide if this time will be useful, valuable and/or have an impact in your lives.  Above and Beyond (C/Oatmeal)
2) What are YOUR goals?  Please write them down and keep them handy. What are my goals?
3) Send Digital Camera around and name sheet.
4) Send Sign up on sheet around to visit with instructor in small groups.
5) Demonstrate how to sign onto Pacific Bb.

I) Hand in Pre-assessments from online
II) Syllabus Quiz on Post-Its – will do everyday – three questions (one on last time, this time and out there)
III) Discuss video’s – Monkey y Students Today
IV) Share your KW – L at the end
V) Learning to Learn PP con L/R y Concept mapping
VI) Connection Activity
VII) PBR discussion
VIII) Group Designation – 20 students (5 groups of 4)
IX) L – portion – have them write
X) – travel to River and Trash containers – as groups
at each station, groups will perform brief Feasibility Study
i. Diagram/Draw
ii. Make qualitative notes – estimate temp, amounts, describe in detail
iii. Take digital photos w/cell phones
iv. Look for anomolies – stressed vegetation, absence of wildlife, stains, wear, etc.

Materials:
1. Laptop y projector
2. CBS Early Show Video
3. jhargis.com syllabus saved on laptop
4. Digital Camera and classroom structure sheet to populate with names
5. Sign up sheet with times/days to meet
6. Learning to Learn PP
7. Post it notes for CM activity
8. Dulce y Zoom PP on laptop
9. 

Procedures: key higher level questions:
I. Knowledge (factual, testing recall) - Who, What, Why, When, Where, How, How Much, Describe, Define, Match, Select, Which One, Choose, Omit.
II. Comprehension (translate, interpret and extrapolate):  State in your own words; What does this mean; Give an example; State in one word; What exceptions are there; What are they saying; Show in a graph or table; Classify, Infer, Indicate, Outline, Summarize.
III. Application (to situations that are new):  Predict, Choose, Select, Explain, Identify, Tell.
IV. Analysis (breaking down into parts) :  Distinguish, What assumptions; What conclusions, Make a distinction, What is the premise; What ideas apply; What is the function of; What statement is relevant; State the point of view; What ideas justify the conclusion; What is the theme; What is the relationship between.
V. Synthesis (combining elements into a pattern):  Create, How would you test; Propose an alternative; Solve the following; Plan; Design; Compose; Formulate a theory, Develop.
VI. Evaluation (according to criteria and state reasons):  Appraise, Judge, Criticize, Defend, Compare.

Opening (hook – gain their attention and hold it [IP]): Begin with asking them to write down their expectations for the course, share.

Middle (procedural steps): Use an inquiry approach of instruction.  Begin discussion on how our brain processes, maps and connects our thoughts.  "Experience defines meaning." A Brief Discussion of Learning Theories. When and How did you Learn something well? Inquiry - question asking, planning, approach, gathering data, determining correlations, communicate findings. What blocks meaningful learning. Learning Theories - IP - Self Reg - Self Eff - Metacog – Constructivism; Learning Strategies - CT - Inq - Active Learn - Conceptual - Graphic Org - Coll/Coop - Learning /cycle - Learning Process - Learning Styles – PBL. Teaching, Learning and Psychological Orientations - Operant Conditioning/Behaviorism (Skinner) - Social Cognitive/Modeling (Bandura) - Cognitive Development/Constructivism (Piaget) - Dialectivism (Vygotsky)- Humanistic Psychology (Maslow)

Close (what the students have learned; ensure connections): provide multiple examples/illustrations between theory and applications.

Follow Up (extend/enrich; transition; advance organizer): ask students to document and reflect on the diagnostics provided.

Assessment (relate to objectives, focus on formative/authentic/active):
Friday - 1. diagram IP model
2.What is KWL?
3.What are your goals for this course?

Resources:
Course Description: The importance of human’s interaction with their natural world, which was explored in Pacific Seminar I, will be expanded, challenged and possibly opposed in this experience.  What is the importance of interacting in a positive way with our environment in a good society – as a person, an employee or employer, as a contributing citizen or even as college student?  Ultimately, everyone should ask themselves, “what are the best ways to act responsibly towards our limited environment?”  And possibly even more importantly, “are we analyzing and questioning today’s public approach to environmental stewardship and clean up?”
 Specific, contextual examples of how humans interact with the environment will be shared.  Examples will range from an environmental consulting company to novels by satirical columnist and environmentalist Carl Hiaasen.  Groundwater flow models, field work, sampling and analysis, chemical and biological data interpretation as well as contaminant remediation designs will be integrated with Hiaasen’s fictional and non-fictional work on the environment will be actively pursued.  Participants will ultimately deliberate the attributes of ‘environmentally friendly’ or “green” companies, buildings, fuel and the philosophy of green prostitution.