Pacific Seminar II Lesson Plan - Week #10
From Syllabus: Monday: Walden-Spring and Conclusion.
Wed: Env Sci Article 11 - Arsenic Contamination Lacks One-size-fits-all Remedy y #12 - Don't Judge A Brook By Its Color -- Brown Waters Are More Natural
Friday: Port Stockton - making connections of our system

Topics/Concepts: Walden, Env Sci Articles

Time: 100 Minutes * 3

Objective (s):
(i) what the learner should be able to do, specifically -
(ii) under what conditions - 
(iii) student centered, active, higher level -
(iv) to what level/degree you will expect outcomes -
(v) measureable -

Pacific Rising 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) One minute paper
2) Think/Pair/Share
3) Muddiest Point 
4) Finger Signals 
5) Note Comparison/Sharing
6) Work at the Blackboard 
7) Concept Mapping
8) Role Playing
9) Debates

10)

Materials:

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]):

Middle (procedural steps):

Close (what the students have learned; ensure connections):

Follow Up (extend/enrich; transition; advance organizer):

Assessment (relate to objectives, focus on formative/authentic/active):
Begin class with Post-It Note questions:
1.
2.
3.

Resources: