Pacific Seminar II Lesson Plan - Week #8
From Syllabus Monday:
Walden - Higher Laws. Env Consulting VII -
Contaminant Remediation Devices
Wed: Stuff article. Env Consulting VIII - Final
Deliverable, Working w/Clients
Friday: Env Sci Article #9 -
Cell Phones Qualify As Haz Waste y
#10 -
Manure Management Reduces Levels Of Antibiotics &
Resistance Genes
Topics/Concepts: Walden; Env Consulting; 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:
| Creative Writing NYU Application Response to "Are there any significant experiences you have had that have helped define you as a person? I am dynamic figure, often seen scaling walls and crushing ice with my bare hands. I have been known to remodel train stations on my lunch breaks, making them more efficient in the area of heat transfer. I write award winning operas. I manage time efficiently. Occasionally, I tread water for three days in a row. I cook thirty minute brownies in twenty minutes. I am an expert in stucco, a veteran in love and an outlaw in Peru. I was scouted by the Mets. I am an abstract artist, a concrete analyst and a ruthless bookie. I don't perspire. I bat .400. Children trust me. I know the exact location of every food item in the supermarket. I sleep once a week. The law of physics do not apply to me. I balance, I weave, I dodge, I frolic and my bills are all paid. I participate in full-contact origami. Years ago I discovered the meaning of life but forgot to write it down. I have won bullfights in San Juan, cliff-diving competitions in Sri Lanka and spelling bees at the Kremlin. But I have not yet gone to college. He was accepted.
Thought Card A on Final Exam Legacy Barometer Soup Where to Tap? Perspective Letter |