Pacific Seminar II Lesson Plan - Week #6
From Syllabus: Monday: President's Day - No Class
Wed: Walden-Bean Field and Peach article. Env Consulting III - Field Work, Sampling & Field Chemistry.
Friday: Env Sci Article #7 - Combustion Of Waste May Reduce Greenhouse Gas Emissions y #8 - New E-waste Recycling Technology. Env Consulting IV - Lab Analysis

Topics/Concepts: Walden; Peach article; Env Consulting; Lab analysis

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:
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]): Video, PP, Post-its;

Middle (procedural steps):

Walden-Bean Field (take a virtual walk along Walden at waldenwalk) & Peach article.
Env Consulting III - Field Work, Sampling & Field Chem.

Friday: Env Sci Article #7 & 8.
Env Consulting IV - Lab Analysis

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. List 6 of the Water Quality indicators
2. What does PCB mean in todays article?
3. You were abducted by an alien being – what did they look like and what did they say

Resources:

Interesting Trivia: Life in the 1500's, some interesting things to ponder.
1. Lead cups were used to drink ale or whiskey. The combination would
sometimes knock them out for several days. When found lying on the side of
the road they would be taken for dead and prepared for burial.  They were
laid out on the kitchen table for an eat and drink and wait and see if they
would wake up. Hence the custom of holding a "wake."

2. England is old and small, and they started running out of places to bury
people. So they would dig up coffins and reuse the graves. In reopening these
coffins, about one in 25 were found to have scratch marks on the inside and
they realized they had been burying peoplealive. So they tied a string on the
"deceased's" wrist and lead it through the coffin and up through the ground
and tied it to a bell. Someone would have to sit out in the graveyard all
night to listen for the bell.  Hence on the "graveyard shift" they would know
that someone was "saved by the bell" or he was a "dead ringer."   

3.  Most people got married in June because they took their yearly bath in
May and were still smelling pretty good by June. However, they were starting
to smell, so brides carried a bouquet of flowers to hide the BO .

4.   Baths were a big tub filled with hot water. The man of the house had the
privilege of the nice clean water, then all the other sons and men, then the
women and finally the children. Last of all the babies. By then the water was
so dirty you could actually lose someone in it. Hence the saying, "Don't
throw the baby out with the bath water."

5.  Houses had thatched roofs, thick straw, piled high with no wood
underneath.  It was the only place for animals to get warm, so all the
pets,dogs, cats and other small animals, mice, rats, bugs lived in the roof.
When it rained it became slippery & sometimes the animals would slip and fall
off the roof. Hence the saying, "It's raining cats and dogs."

6. There was nothing to stop things from falling into the house. This posed
a real problem in the bedroom where bugs & other droppings could mess up a
clean bed. They found that if they made beds with big posts and hung a sheet
over the top, it addressed that problem. Hence those beautiful big four
poster beds with canopies.

7. Beds consisted of a frames with ropes strung from side to
side on which a "mattress" was supported. The ropes were twisted with a
wooden key to tighten them to better support the big mattress. Hence the term
"Sleep tight." 

8 ."Mattresses" were often made of leaves and small brush, which could hold
bugs, fleas and ticks. Thus the term  "Good night and don't let the bed bugs
bite"...

9.   Floors were dirt. Only the wealthy had something other than dirt, hence
the saying "dirt poor."

10.  The wealthy had slate floors which would get slippery in the winter when
wet. They spread thresh on the floor to help keep their footing. As the
winter wore on they kept adding more thresh until, when they opened the door,
it would all start slipping outside. A piece of wood was placed at the
entryway to keep the thresh in, hence the term "threshold."

11. They cooked in the kitchen in a big kettle that hung over the fire.
Everyday they lit the fire and added things to the pot. They mostly ate
vegetables and didn't get much meat. They would eat the stew for dinner,
leaving leftovers in the pot to get cold overnight, and then start over the
next day. Sometimes the stew had things in it that had been in there for a
month. Hence the rhyme: "Peas porridge hot, peas porridge cold, peas porridge
in the pot nine days old."

12. Sometimes they could obtain pork and would feel really special when that
happened. When company came over, they would bring out some bacon and hang it
from the rafters to show it off. It was a sign of wealth that a man "could
bring home the bacon." They would cut off a little to share with guest and
would all sit around and "chew the fat."

13.  Those with money had plates made of pewter. Food with a high acid content
caused some of the lead to leach onto the food. This happened most often with
tomatoes, so they stopped eating tomatoes ... for 400 years.  Most people didn't have pewter plates, but had trenchers-a piece of wood with the middle scooped out like a bowl. Trenchers were never washed and a lot of times worms got into the wood. After eating off wormy trenchers, they would get "trench mouth."

14.  Bread was divided according to status. Workers got the burnt bottom of the
loaf,    the family got the middle, and guests got the top, or the "upper
crust."