Pacific Seminar II Lesson Plan - Week #5
From Syllabus: Monday: Walden-Solitude. Env Consulting I - The Spill
Wed: Serving in Florida paper. Env Consulting II - Project Management (PM) - The Work plan (Project/Task Plan, QAPP, Safety, SAP, Report)
Friday: Env Sci Article 5 - Oceans Could Slurp Up Carbon Dioxide To Fight Global Warming y #6 - Peanut Husks Could Be Used Clean Up Waste Water

Topics/Concepts: Walden; Env Consulting; Serving in FL paper; River survey

Time: 100 minutes * 3

Objective (s):
(i) what the learner should be able to do, specifically - make connections between Walden and environmental consulting
(ii) under what conditions - classroom, informal - discussion, collaboration 
(iii) student centered, active, higher level - share, interpret, moving
(iv) to what level/degree you will expect outcomes - each will make at least three solid connections in class
(v) measureable - collect post its, KWL and naturalistic measurements

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.

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

Activities:
1) One minute paper
2) Think/Pair/Share
3) Concept Mapping
4) Role Playing
5) Debates

Materials: Roles, note cards, questions.

Procedures: key higher level questions:
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.

Opening (hook – gain their attention and hold it [IP]):
II) Share KW – L at end

II).  Complete WTP PP – debrief, make connections from prior Friday trip

III) Walden – Solitude

IV) Env Consulting PP

IV) L – portion – have them write – informal writing

Assessment (relate to objectives, focus on formative/authentic/active):
Begin class with Post-It Note questions:
1. Briefly describe the process used to treat water at Friday Plant
2. "Our horizon is never quite at our elbows." – what the heck does that mean?
3. Who is your hero?

Resources: PPs, KWL, Walden, attitude