81. Teach.html to allow students to teach fundamental concepts and present important issues in, ecologyand the and present original, interactive activities to elementary and http://lamar.colostate.edu/~wellnitz/teach.html

Todd's College Teaching Courses Taught Invited Lectures Course Development ... Return to Todd's Home page Teaching Philosophy I am a committed instructor who works hard to interest and motivate my students. As a lecturer I engage students by using classroom demonstrations, historical anecdotes and a style of presentation that conveys my enthusiasm for a topic. I encourage open discussion between teacher and student and strive to establish an enjoyable learning atmosphere. I consider it important that students assimilate the factual foundations of a course topic and develop a firm grasp of basic biological principles, however, I consider it essential that students learn thinking skills. Facts are quickly forgotten but ways of learning endure. I am a proponent and practitioner of active learning and find it especially effective to involve students in project-based assignments. This is an excellent way to engage a student's problem-solving abilities and tap his or her creative energies A final aspect of my teaching philosophy is the belief that students should be challenged to grapple with scientific uncertainties. If students are encouraged to explore the limits of knowledge, then they will learn to draw distinctions between what is known, what is theorized and what is on the fringe of our understanding. When students recognize these distinctions they come to understand that the limits of knowledge do not diminish what is known, nor do these limits encumber learning. Indeed, this is an intellectual frontier that presents an opportunity it invites discovery. An appreciation of these distinctions helps students gain confidence in expressing their doubts, ideas and insights about what they are taught. I strongly believe that a college education should provide this kind of confidence.

82. EcoTeach - Education & Conservation Educational travel to Costa Rica. Volunteer opportunities with environmental ecology and other educationa Category Recreation Travel Students Spring Break Alternative...... Youth Expeditions combine a fast pace with conscientious involvement in local activities. Onour Turtle Research ecology Expedition, students work as members http://www.ecoteach.com/

Discover EcoTeach EcoTeach Home EcoTeach is a United States/Costa Rican based conservation organization providing education-centered expeditions within Costa Rica. Established in 1994, EcoTeach is committed to conservation, education and cultural awareness through a variety of exciting, hands-on trips. guides Tom McQueen What's New @ecoteach.com updated March 3, 2003 Article on Tortuguero, featuring our own Karla Taylor Jan 24 Check out our Maui Trip for Teachers , June 25 to July 2 Dec 30 Online Article on Turtles and the Caribbean Coast of Costa Rica with mention of EcoTeach and our partner organization ANAI. June 10 Youth Expeditions EcoTeach's Youth Expeditions combine a fast pace with conscientious involvement in local activities. We show our student visitors the wonders of Costa Rica, including its varied cultures, ecological zones, tropical rainforests, and animal life. On our , students work as members of a research team, helping scientists protect leatherback and green sea turtles.

83. Information Ecologies: Using Technology With Heart will find themselves under pressure to teach the material a bank office is an informationecology with diverse services and activities, where there are http://www.firstmonday.dk/issues/issue4_5/nardi_chapter4.html

Chapter Four: Information Ecologies We define an information ecology to be a system of people, practices, values, and technologies in a particular local environment. In information ecologies, the spotlight is not on technology, but on human activities that are served by technology. A library is an information ecology. It is a place with books, magazines, tapes, films, and librarians who can help you find and use them. A library may have computers, as well as story time for two-year-olds and after-school study halls for teens. In a library, access to information for all clients of the library is a core value. This value shapes the policies around which the library is organized, including those relating to technology. A library is a place where people and technology come together in congenial relations, guided by the values of the library. A hospital intensive care unit is an information ecology. It has an impressive collection of people and technologies, all focused on the activity of treating critically ill patients. Human experts (nurses, physicians, therapists, ethicists) and machines (monitors, probes, and the many other devices in the ICU) all have roles to play in ensuring smooth, round-the-clock care. Though this is a setting with an obvious reliance on advanced technologies, it is clear that human expertise, judgment, empathy, cooperation, and values are central in making the system work. A self-service copy shop is another kind of information ecology. In our local branch of Kinko's, for example, there is a floor full of copy machines, paper stock of different colors and patterns, paper cutters, scissors and glue, computers that can be rented by the minute, and laser printers and scanners. There is also a computer expert who sits on a stool near the row of computers to answer questions. There are workers behind the counter who can help with copying. Customers ask one another where to find supplies and how to get started on an unfamiliar machine. It is a busy and hospitable place.

84. Cornell Youth And Work Program... How Mentors Teach teach. The activities are designed to engage mentors in making decisionsabout how they teach, as well as what they teach. The Guides http://www.human.cornell.edu/youthwork/mentoring/how.html

HOME ABOUT US WORKPLACE MENTORING PUBLICATIONS ... WORKPLACE LEARNING How Mentors Teach WORKPLACE MENTORING Mentors teach youth most frequently by demonstrating or modeling how to do something, by explaining how and explaining why, and monitoring. We call these "universal" teaching behaviors. Less frequently mentors teach by questioning and problem solving. We call these "challenging" teaching behaviors because they challenge youth to think and analyze problems, and because they are more demanding for mentors to use as well. We view challenging workplace teaching as a critical contribution to helping young people master the high-level technical, personal, and social competencies demanded by contemporary workplaces and by their roles as citizens and family members in the 21st century. It is most important for young people who do not acquire these competencies at home or in school. The Story Groups listed below contain stories from mentors and youth. These stories illustrate how youth learn and how mentors teach. The Activities are designed to engage mentors in making decisions about how they teach, as well as what they teach. The Guides

85. Free, Revolutionary, Earthday Educating And Counseling With Nature Activities. reduce hurtful relationships, and teach others to The free Earthday2001 Nature ConnectingActivities are Department of Integrated ecology, Project NatureConnect http://www.webstrings.org/earthday2000.html

Institute of Global Education, Project NatureConnect Special NGO Consultant to United Nations Economic and Social Council Online Ecopsychology degree programs, courses, guidebooks www.ecopsych.com email THE ECOZOMBIE ANTIDOTE Earthday 2001 NatureConnect Sensory Activities Online or on-site free activities that help people let Earth teach. Earthday NatureConnect Activities from the Institute of Global Education help people enjoy unifying web of life experiences that regenerate natural connections and community with ourselves, others and the land. The activities enable individuals of all ages to become personally grounded and more environmentally and socially responsible. They introduce and teach people how to psychologically reconnect with nature and integrate healing and knowledge into their lives and their community in celebration of Earthday 2001. IGE ioffers six key nature connecting activities (below) in cooperation with educational, environmental and community organizations. Once individuals have learned an activity they may teach it to others while mastering additional skills. Optional academic credit is available.

86. EV Courses FF Foothills ecology (w/ field trip option invisible is only one of the many stimulatingactivities offered through EV programs serve to teach that significance http://www.evols.org/trn_Courses.htm

Environmental Volunteers provide all of the training needed to become an active docent. All subjects include instruction in our teaching model, which centers on hands-on experience for all children served. Click on a program to read its description. Baylands Ecology Earthquake Geology and Preparedness Foothills Ecology All About Birds ... Multi-Subject Training Bay: Baylands Ecology (w/ field trip option) How can a salt marsh harvest mouse survive in all that salty wetness? How does salinity shape the lives of salt marsh plants and animals? Can you find the bay by smell alone? What does the scent of a bay tell us about the health of that environment? Healthy bays contain an abundance of life as well as decay. Knowing about the health and interrelationships of this environment also teaches children why the San Francisco Bay is one of the largest significant estuaries in the world. You will learn about the animals and plants of the diverse Baylands ecosystem, its history and its importance to our region. (Presentation only) (Presentation w/field trip to Palo Alto or Sunnyvale Baylands Park Click here to register online!

87. Spring Classes/ RPSEC Dec 97 Newsletter unit of instruction, which will determine the content of the course activities. WetlandsEcology. will be placed on ways to use wetlands to teach basic biology http://rpsec.usca.sc.edu/Newsletter/Dec97/Spring Classes.html

Spring Classes Using Real Data To Teach Math Spring 1998 Course Number: SMED 769F Credit: 3 hrs. graduate credit Dates: January 20 - May 5, 1998 Times: Tuesdays 4:30-7:30PM Instructors: Ms. Gwen Johnson, Ms. Gloria Allen and Dr. Jeffrey M. Priest Location: USCA-RPSEC Course Fee: $75 Registration Fee Course Description: This course is for K-8 teachers seeking ideas to support an active mathematics classroom. Students will be involved in motivational, hands-on activities designed to teach elementary statistics content and methodologies that are consistent with state curriculum framework and NCTM standards. They will learn data exploration techniques through a problem solving approach. They will learn to formulate questions about a problem and investigate the problem by gathering, organizing, representing, describing and interpreting the data. Participants will learn various sampling techniques, plan a survey or experiment, and discuss the role of statistics in society. Students will explore fair and unfair games. They will investigate probability through data collection and analysis using calculators and computers as tools. Participants will receive materials to support hands-on instruction. Experiences in this course will give teachers concrete models that may be used to implement the NCTM Standards, the S.C. Academic Achievement Standards in mathematics and the statistics guidelines recommended by the American Statistical Association. Call Angela Taylor to register. (641-3313)

88. Product Listing - Eco Packed with ecology related projects. Parenting by Toni Albert All of these activitiesmake for good old Even better, many of them help teach children about http://www.parentsuccess.com/cgi-local/store/commerce.cgi?product=eco

89. John Birks director Rick Battarbee) where I teach two graduate Other personal activitiesI serve on the editorial and Perspectives in Plant ecology, Evolution, and http://www.uib.no/bot/qeprg/personal_pages/HJB_BIRKS.htm

H. John. B. Birks Professor of Quantitative Ecology and Palaeoecology, Botanical Institute, University of Bergen. Also ENSIS Professor of Quantitative Palaeoecology, Environmental Change Research Centre, University College London and Adjunct Professor, Department of Biology, Queen's University, Kingston, Ontario. Email address: john.birks@bot.uib.no Research interests and current activities: My current research interests and activities fall into five main categories. Quaternary pollen analysis, vegetational history, quantitative palaeoecology, and palaeolimnology Recent atmospheric pollution and environmental change on Spitsbergen, as recorded by lake sediments. This was supported by NFR (Norway) and involves Viv Jones (London), Neil Rose (London), Don Monteith (London), Steve Brooks (London), Sylvia Peglar (Bergen), Barb Zeeb (Kingston), John Smol (Kingston), Ali Betts (Toronto), John Boyle (Liverpool), and Peter Appleby (Liverpool). Theory of quantitative palaeoecology, palynological theory and practical techniques, quantitative reconstruction of past environments from palaeoecological data, numerical methods for the handling and analysis of Quaternary biostratigraphical data and of modern surface samples, and the use of randomisation procedures for testing palaeoecological hypothesis. Active collaborators include John Line (Cambridge), Cajo ter Braak (Wageningen), Steve Juggins (Newcastle), and Petr Smilauer (Ceske Budejovice). Much of this work is supported indirectly by other research grants, particularly from NFR (Norway) and the EU.

90. Curriculum program uses the study of food and food systems to teach the life Schoolyard EcologyThis site offers a wealth of sample activities and investigations http://www.ecoliteracy.org/pages/resources_curriculum_lessonplans.html

From the Center's Network of Schools Online Educator Materials more resources... FROM THE CENTER'S NETWORK OF SCHOOLS: We are currently updating this section. ONLINE EDUCATOR MATERIALS: Classroom Feeder Watch Developed by the Cornell Laboratory of Ornithology, with funding from the National Science Foundation, Classroom FeederWatch is a research and interdisciplinary education curriculum designed for students in grades 5-8. Through participation in this project, students learn how science and scientists work, and in the process become scientists themselves. This project provides opportunities to integrate science with language arts, visual arts, social studies, math, and technology. Students produce a newsletter that describes their findings as well as their feelings about the project. Through electronic communication, students discuss questions with their peers in classrooms all over the country. http://birds.cornell.edu/cfw/

91. Children's Education - New York Botanical Garden keep this ecosystem alive and healthy, and get prepared to teach your students PondEcology. Find out about the diverse and teemingwith-life activities that go http://www.nybg.org/chil_edu/teachers/

P ROGRAMS FOR T EACHERS Teachers Join the Garden at a 40% Discount! * Click Here for Details Professional Development Workshops New! Materials fee: $20 per workshop Register for any two workshops and receive a free visit to the Everett Children's Adventure Garden for your class! Three units of New York City Board of Education New Teacher Credit are available per workshop These half-day workshops are designed to provide you, the classroom teacher, with important science content, and to guide you in effectively utilizing techniques of inquirybased learning. Learn how to creatively incorporate the Garden as an extension of your classroom, and receive proven classroom activities, discussion points, and reproducible curriculum materials. For your convenience, workshops are offered on Saturdays and/or during school breaks.

92. Classes I Teach RWFM 2302 ecology and Conservation of Natural Resources RWFM 2302 The ecology andConservation of Natural Resources (330). An introduction to the ecology and http://www.rw.ttu.edu/fec/courses/courses.htm

Courses Taught by Dr. Rob Mitchell Texas Tech University RWFM 2302 Ecology and Conservation of Natural Resources RWFM 2302 RWFM 4100 Seminar RWFM 4100 Seminar (1:1:0). An organized discussion of current problems in range and wildlife management. May be repeated. F, S. RWFM 4302 Range Improvements RWFM 4302 Range lmprovements (3:2:3). Prerequisite: Consent of instructor. Application of principles and practices necessary to enhance the productive potential of the range resource for all potential uses. Methods for brush management, revegetation, and conservation are considered. Improvement for increased domestic livestock production and for enhancing wildlife habitat is emphasized. Field trips required. F. RWFM 5304 Fire Behavior and Ecology RWFM 5304 Fire Behavior and Ecology (3:2:3). Prerequisite: RWFM 3202, 3301, and 3302 or consent of instructor. An assessment of the role of fire in succession and management of plants and animals in all major vegetation types of U.S. and Canada; effect of fire on litter and soil properties; fire temperatures and heat effects; prescribed burning techniques. Field trips required. S, odd years. RWFM 5323 Prescribed Burning RWFM 5323 Prescribed Burning (3:2:3). Planning, implementing, evaluating prescribed fires, and expert systems. Field trips required. S, even years.

93. EH&S Health And Safety Article: May Is National Bike Safety Month! Never follow another rider without applying the rules. teach Your Children to Ridea Bicycle Safely teach your children the five rules to avoid fatal crashes. http://www.att.com/ehs/safety/bike_safety.html

A-Z Index About Us Industrial Ecology Site Search ... Article Index May is National Bike Safety Month! May is National Bike Safety Month in the U.S. Here are a few tips from the U.S. Centers for Disease Control and the Consumer Product Safety Commission, which can make your bike riding safer and more enjoyable. Learn the Five Rules to Avoid Fatal Crashes. The Five Rules Before you get on your bike, put on a helmet. Never ride out into a street without stopping first. Obey stop signs. Check behind you before swerving, turning, or changing lanes. Never follow another rider without applying the rules. Teach Your Children to Ride a Bicycle Safely Teach your children the five rules to avoid fatal crashes. Teach them to wear a helmet, and make sure that they wear it. Help them learn to balance and ride according to the five rules. Protecting Yourself while Bike Riding at Night The U.S. Consumer Product Safety Commission (CPSC) has issued a warning to bike riders to take the necessary steps to make themselves and their bicycles more visible at night. Use a headlight.

94. Teach Now! teach Now! is a collection of lesson plan ideas and student activitiesfor teaching themes throughout the year. From backto-school http://teacher.scholastic.com/lessonrepro/teachnow/

Teach Now! is a collection of lesson plan ideas, student activities, and book lists for teaching themes throughout the year. All About Animals (PreK-2) Fun activities for teaching skills in reading, observation, vocabulary, description, and comparison. National Poetry Month (PreK-8) Choose from classroom activities, writing opportunities, and various other poetry resources to help you plan your poetry unit. August Back-to-School (PreK-2) September Communities (PreK-2) October Seasons (PreK-2) Spooky Stuff (PreK-2) November Holidays (PreK-2) Winter (PreK-8) December Around the World (PreK-2) January Celebrate America (PreK-8) Away We Go (PreK-2) February 100th Day of School (PreK-2) Our Amazing Bodies (PreK-2) March The Great Outdoors (PreK-2) Weather Watchers (PreK-3) April All About Animals (PreK-2) National Poetry Month (PreK-8) May Cinco de Mayo (PreK-8) June/July Splash Into Summer (PreK-2) Animals Dinosaurs Holidays and School Events The 100th Day of School Valentine's Day Thanksgiving Weather Language Arts National Poetry Month Classroom Plays Science Arctic Discovery Oceans Space Exploration Harvest Social Studies Explorers Black History Month Communities Family Ties ... Martin Luther King, Jr.

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