#101 Final Exam Prep

Final Update for your final exam prep

Final exam prep

===========
Here is for your final exam preparation. I am still working on it but the major themes are available now.

It will include:
(1) students' test questions
Docs for Test Questions
(2) Multiple choice questions focus on Ch 7 & 19
(3) Some true/false question plus explanations
(4) Three to five open-ended questions (some questions available in the list of important questions)

It will be beneficial if you are preparing the exam from the list . I will put my final update by Tuesday noon (12/15).
List of important questions for the final exam

#100 Final Package Stats

Hello,

I used the following file to show if I have received your final package.
Final Package Stats

If I missed to update your submission, please let me know.

Chihche

#99 Tiffany and Brandi's Blog

3rdGradeAnimalLessonPlan.blogspot.com

#98 What will be in your final exam

1. Students' questions
2. Chapter 7 & 19
3. Sustainability with energy, nutrient cycle, population and biodiversity.

Details will be announced in the class of 12/10/09

#97 Class survey

#96 Annoucement Wk 14 (11/30/09)

The Required

1. Test items for the final exam
Please see Post #88

2. A list for the roles of presenters and commentators is available below.
Presenters and commentators

3. Your performance stats has been updated

4. The final package, please see Post #95.

#95 Final Package

The following items describe what I am requiring from you for the class performance. I would like to receive them as email attachments by December 13 2009 (an extension upon request). When I receive your package, I will reply your email to notice that I have it.

Please put your full names on each file, then send them to me through emails
1. Lesson plan presentation (if PPT available)
2. your final lesson plan or research study.

#94 Agenda for Workshop on Nov 24 2009

Here are some thoughts for the Web-tech workshop on November 24 2009

1. If possible, bring your laptop. We are going to install the following software (you can do it prior to the workshop)
1a. Firefox
1b. Download helper

2. Review the Tech structure on Post #5
Web Tech vs. STEM

3. Blog- Concepts
3a. Chronological structure
3b. HTML language (HyperText Markup Language)
3c. A platform instead of a storage site

4. Blog- Functions
4a. Posting (New Post/ Edit Posts)
4b. Settings (Basic/ Formatting/ Permissions)
4c. Layout (Page Elements/ Fonts and Colors/ Edit HTML/ Pick New Template)

5. Google docs
5a. Document
5b. Presentation
5c. Spreadsheet
5d. Form (an online survey)

6. Videos
6a. Upload videos to Youtube
6b. Download videos via Download helper

7. Website
Construct a website (Google sites)

# 93 Overall reading summary 11/23/09

Hello WC Folks,

I have your overall reading summaries available below. Please check it (1. alphabetical and 2. time order) and let me know (via email) if I have missed some of your work.
Overall reading summary

#92 Announcement- Assignment cancellation

Hello WC Folks,

This may be a good news for you.
I decided to cancel the long assignment. However, the questions for the long assignment will be used in the final exam. I will post the questions after the Thanksgiving break.

#91 Presenters and commentators for presentations

Hello WC Folks,

A list for the roles of presenters and commentators is available below.
Presenters and commentators

# 90 Agenda of Today 11/19/09

1. About Plan/ Study Presentation (Post #89)
Suggestions for presentation, commentator, evaluation

2. Stats should be updated after Thanksgiving break

3. Three topics presentation

#89 Presentation Assignment

A schedule for presenting your lesson plan/ research study are available below.
Plan/Study Presentation Schedule

Also, please identify what kind of presentations you have (i.e. lesson plan in green or research study in red) on the above file. I will assign a commentator to your presentation.

In general, everyone has 10 mins to present (if you are working in group of two, your group has 20 mins). I would suggest that you use 30% of the time for an overlook, 50% for some specific content and 20% for discussion.

#88 Test Items for the final exam

You are encouraged to develop a test question for the final exam after you have presented your topic. In order to do that, two things are required to do.
(1)Please write down your question (NO ANSWERS) in the following file
Docs for Test Questions

(2)Use Google Docs to share your questions, choices and answers with the instructor. Please put your names on the Docs file so he can recognize who has developed the question.

#87 Will you be in the class on 11/24/09

#86 Announcement WK12 (11/15/09)

The Required

1. Two reading summaries will be due on Thursday 11/19/09. Please submit them on the Post #84 and #85.

2. The schedule for presenting the interested topics
WK12A (11/17)
Ch10, Renewable/recycling, Global warming
WK12B (11/19)
Ch11, Genetics, JC/TN weather biomes

3. A schedule for presenting your lesson plan/ research study will be discussed on 11/17 and will be available below.
Plan/Study Presentation Schedule

4. An assignment is most likely distributed on Nov 20th and due on Dec 8th. Details of the assignment will be announced when it is ready.

#85 Reading Summary 9 Due by 11/19/09

#84 Reading Summary 8 Due by 11/19/09

#83 Angeda of Today (11/12/09)

1. Project WET- Water cycle
2. Content vs. context- Taste of Italian
3. Four seasons
4. Global warming

A follow-up announcement will be available later this week about developing 2-3 test items for the final, scheduling lesson plan/ research presentation and submitting the journal summaries.

#82 Project WET Stats

#81 Announcement Wk 11 (11/9/2009, 11/10/09)

The Required

1. The survey results and suggested arrangements for mini-integrated lessons are shown on Post 80. More details will be explained in the class of Nov 10th.

2. An assignment is most likely distributed on Nov 20th and due on Dec 8th. Details of the assignment will be announced when it is ready.

3. The due day for the final two reading summaries was changed to Nov 19th 2009.

#80 Integrated topics

1. The survey results can be found in the following link
Topics you are interested in

2. The suggested arrangement
WK11 B (11/12)
Four seasons, Global warming and Project WET water

WK12A (11/17)
Ch10, Renewable/recycling, JC/TN weather biomes

WK12B (11/19)
Ch11, Genetics, Wildfire

#79 Gloabl Warming

Work in group of 2-3 and do some on-line research. Please explain what causes global warming.

#78 PPT WK 10

Tue 11/3/09
Thur 11/5/09

#77 Lesson plans from guest speakers

Scott's PPT
Scott's lesson plan

Amanda's PPT
Amanda's lesson plan

#76 Annoucement WK10 (10/30/09)

Hello WC Folks,

The Required
1. We are having two short assignments due Thursday Nov 5 2009. However, one of them is ONE reading summary (instead of two reading summaries) and the other is a reflection. The detailed information states below and the related posts.
1a. The reading summary 7 is like what we did before, please submit it on Post #74.
1b. On Post #75, I would like to address a concern about what you would like to learn in the following class meetings. Please view the post and submit your thoughts and ideas.

#75 Reflection and comments 5 Due 11/5/09

We have 6-7 more class meetings focusing on content acquisition. Then, we will have two weeks to present your lesson plans and get feedback from the class members. After studying the topics of climate and energy in 1-2 weeks, in my opinion, you should have sufficient conceptions to explore and understand the rest of the concepts presented in the textbook by yourself. All you need to do is to know the descriptive knowledge and further integrate related knowledge to make sense of your cognitive scheme.

Furthermore, I would like to know what topics would interest you after we are going through the topics of climate and energy.
Please submit the following survey to address this instructional concern.

#74 Journal Summary 7 Due by 11/5/09

#73 Discussion on Wal-Mart Effect

Discuss in group of 2-3 and comment below.
What the pros and cons that Wal-Mart bring to American people?
How do these factors influence the ecological environment?

1. Is Wal-Mart Good For America? (PBS)
Chapter: Go cheap and go global
2. Addicted to Cheap Shopping? (BBC) 1:30
3. Wal-Mart the high cost of low price
Chapter 2

#72 What topics would you like to learn more?

Hello Folks,

The Post was suspended, please view Post #75 for a revised post.

We have eight more class meetings (including today) focusing on content acquisition. Then, we will have two weeks to present your lesson plans and get feedback from the class members. After studying the topics of climate and energy in 1-2 weeks, in my opinion, you should have sufficient conceptions to explore and understand the rest of the concepts presented in the textbook by yourself. All you need to do is to know the descriptive knowledge and further integrate related knowledge to make sense of your cognitive scheme.

Now, here is my question.
What topics would you like to learn after we are going through the topics of climate and energy?

#71 Climate issue

Administration Steps Up Efforts on Climate Bill (NY Times)

Circulation of the Atmosphere
(a material from a MIT class)

#70 What causes four seasons?

The Earth Has Four Seasons, but What Causes Them?
Please write down what you think below without referring to any information,

#69 Reflection and Comments 4/5 (Due on 10/29/09)

This is a REQUIRED assignment, including two questions. Please use the comment function below.



First, describe your overall experience of the trip to Earth Fare. Please be specific.
You could describe what you liked on the trip and give some reasons.
Also, what you did not like and give some comments.

Second, formulate some questions for the Earth Fare from a student, parent, or teacher's perspective.

FYI, the new mission of Earth Fare.
=====Special Note=======
This class doesn't have an intention to promote or discourage any profit organizations. However, we try to observe and examine how a business company can relate some concepts that we have learned in the class and puts them into a commercial practice.
==================

Here are some pictures of the visit.

#69b Mission Discussion- Earth Fare

Previous mission:

1. ORGANIC
2. GENETIC MODIFICATION
3. SUSTAINABILITY
4. ENVIRONMENTAL RESPONSIBILITY
5. COMMUNITY
6. LOCALLY GROWN
7. FAIR TRADE

Latest mission
Our Mission
Earth Fare’s mission is simple:

To feed and to inspire the healthy person inside us all.
Here is some of what we are doing to achieve this:

- Eliminating Childhood Obesity
- Healthy Eating: Easy, Fun & Affordable
- Supporting Local Farmers
- Being the go-to place for Organics
- Food Ingredient Standards

=====Special Note=======
This class doesn't have an intention to promote or discourage any profit organizations. However, we try to observe and examine how a business company can relate some concepts that we have learned in the class and puts them into a commercial practice.
==================

#68 Announcement WK9 (10/22/09, 10/26 10/27 Update)

Hello WC Folks,

The Required
0. Please complete the reflection and comments assignment on Post #69.
1. Field Trip at Earth Fare meet by 9:55 am on 10/27 (Confirmed with Earth Fare and we will make the trip on 10/27) AND WE ARE MEETING AT EARTH FARE.
2. The due date for Reading Summaries 5&6 (Post 60&61) has been extended to Tuesday 10/27/09. Those who submitted by 10/22 would get extra points.
3. We will have a new short assignment-reflection & comments (should be available on the Blog in the evening Tues 10/27). Please complete it by the class on Thursday 10/29/09 (the due date is firm).

#67 PPT WK8-10 PPT

Thur 10/22/09
Thur 10/29/09

#66 Natural capital vs. Biomes

Please match the following biomes to proper locations in the figure
Work in group and submit your results below.

A. Chaparral
B. Coniferous forest
C. Deciduous forest
D. Grassland
E. Rain forest
F. Savanna
G. Scrubland
H. Temperate Desert
I. Tropical Desert
J. Tropical seasonal forest
K. Tundra

#65 Geocentrism vs. Heliocentrism

Vatican Science Panel Told by Pope from NYTimes
Vatican Says Galileo was right from NYTimes

#64 CCR5 Mutation and HIV virus

The above image is from Wall Street Journal.
http://online.wsj.com/article/SB122602394113507555.html

Mutation and AIDS by WSJ
(from Wall Street Journal)

Man appears free of HIV after stem cell transplant
(from CNN)

Biologists discover why 10% of Europeans are safe from HIV infection
(from University of Liverpool)

#63 Genetics 101 from 23andMe

Genetics 101 Part 1: What are genes?


Genetics 101 Part 2: What are SNPs?


Genetics 101 Part 3: Where do your genes come from?


Genetics 101 Part 4: What is phenotype?

#62 Announcement WK8 (10/19/09)

Hello WC Folks,

The Required
1. We will have two journal summaries due this Thursday (10/22/09).
Please submit them to Post #60 & 61.

The Optional
1. N/A

#61 Journal Summary 6 Due by 10/22

#60 Journal Summary 5 Due by 10/22

#59 Mind Power !/?

Will be used in the class of 10/22
Here are the number Tables

0-63 Table
0-31 Table
0-15 Table

Stats for your numbers
A Crystal Ball for 0-15

#58 News about Parkinson’s Study

A news report from NY Times.
Google Co-Founder Backs Vast Parkinson’s Study

Mutation and AIDS by WSJ

Please share your thoughts (i.e. commenting) after reading the report.

#57 Announcement WK7 (10/8/09, 10/13/09, 10/14/09 Update)

Hello WC Focks,

Here is some updates
(1) I am working on evaluating your exam. I am hoping to get the results back to you on this Thursday.
(2) Previously, I planed to work on your draft of lesson plan or research study on this Thursday. Since we were busy on the mid-term, I have forgot to give you some ideas about what I want to do. There are several thoughts in my mind. First, please try to expand your outline a little bit as a process toward a final product (i. e. a complete lesson plan or research study).
Second, for people doing a lesson plan, please try to develop ONE of your five hours lesson in detail (e.g. Rationale- why do you think that it is important to teach this topic; Methods-how are you going to teach, including activities, detailed content arrangement, pedagogy).
Third, I plan to have some of class time on Thursday to work on your draft as well.
(3) There is an example from Sheena, who showed a substantial progress from her outline to draft.


Here is the following schedule
10/13 (Tue): Mid-Term
10/15 (Thu): Draft of lesson plan or research study
10/16 (Fri): You may have your updated performance stats on your Docs
10/20 (Tue): Fall break

Also, responded to these changes, a latest revised syllabus (all of the changed on P 6, in orange) is available available below for your updated information.
Revised Syllabus

The Required
1. Example of Test Items (Click for the link) for your information
2. List of important concepts for your information (an update will be available by 10/10/09)
3. If you would miss the scheduled Mid-Term, please inform the instructor in advance. Or you may not get any points from the mid-term exam.
4. Suggested answers for the five matter cycles are available on Post #40

The Optional
1. N/A

#56 Compare two patterns of population growth

There are two patterns of population growth. The Figure LEFT shows a logistic growth of a sheep population; by contrast, the Figure RIGHT shows a sharply increasing and decreasing growth. Please work in group of 2 or 3 and use the comment function to answer:

Question 1: Why do you think the population in the Right figure grew fast and crashed, unlike the sheep in the Left figure?

Question 2: Humanity's ecological footprint is about 25% larger than the earth's ecological capacity and is growing rapidly. If this keep up, is the curve for future human population growth more like to resemble Figure Left or Figure Right? Explain.

#55 Population comparison

Compare the population structures (pyramids) between Japan and United states (Source: US Census Bureau).
Work in group of 2-3 and answer the following questions.
(1)Which country has a better population structure?
(2)Why?


Population pyramids of Japan and USA in 2009 and 2040

from http://www.census.gov/ipc/www/idb/informationGateway.php

#54 Survey: Birthdays

#49 Announcement Wk6 (10/4/09, 10/7/09 Update)

Hello WC Focks,
As the mid-term exam and the fall break approach, you may be concerned about what we are going to do in the following weeks. For your information, here is a tentative schedule.
10/6 (Tue): 1. Ch5; 2. List of important concepts for exam prep
10/8 (Thu): 1. Ch5; 2. Examples of test items; 3. No reading summaries required (postponed)
10/13 (Tue): Mid-Term
10/15 (Thu): Draft of lesson plan or research study
10/16 (Fri): You may have your updated performance stats on your Docs
10/20 (Tue): Fall break

Also, responded to these changes, a latest revised syllabus (all of the changed on P 6, in orange) is available available below for your updated information.
Revised Syllabus

The Required
1. Regarding the last assignment (Reflection 3), there were two parts. Some class members might finish the first part (5 matter cycles), BUT forgot to complete the second part (commenting the web-based platform). If you have not done it, please go to Post #40. Your opinions will help the class to improve.

2. No journal reading summaries required this Thursday (10/8/09).

3. Example of Test Items (Click for the link)

4. If you would miss the scheduled Mid-Term, please inform the instructor in advance. Or you may not get any points from the performance task of the mid-term exam.

The Optional
1. Teacher Resource-Parks as Classrooms program in the Great Smoky Mountain National Park
Thank Janet for sharing this information with the class. It is an interesting program and may help you developing your lesson plan.
http://www.nps.gov/grsm/forteachers/index.htm

#53 WK 6 PPT

Tuesday 10/6/09
Thursday 10/8/09 early version

#52 Predators vs. preys

Work in group and comment below.
Use the second law of thermodynamics to explain why predators are generally less abundant than their prey.

==Suggested Answer====
Predators are generally found at higher trophic levels than their prey as they eat higher up the food chain. For example, a lion eats a zebra that feeds on grass. The lion, a carnivore and secondary consumer, is at the third trophic level; the zebra, an herbivore and primary consumer, is at the second trophic level; and the grass, a producer, is at the first trophic level. There is less energy and biomass when going from lower to higher trophic levels. This follows the second law of thermodynamics as some energy is degraded and lost as heat at each energy conversion from one trophic level to the next. Generally, there is a 90% loss of usable chemical energy that is transferred as biomass from one trophic level to another; this is referred to as ecological efficiency. As a result, large numbers of predators (or large amounts of biomass) cannot occur at the end of a food chain, so the number of predators will be less than the numbers of their prey.
======================

#51 Strategies of prey species

There are several strategies that prey species avoid their predators:
(1)chemical warfare, (2)warning coloration, (3)camouflage, (4)mimicry, (5)deceptive looks and (6)deceptive behavior.

Suggested Answer

Don't refer to your textbook. Please work in group of 2 or 3 and write down your group predictions (Use the COMMENT function + Names on the top). For example (the answers below are wrong),
(1)d,h
(2)a,g
(3)b
(4)c,d
(5)e,f
(6)a,b,c


(1)chemical warfare, (2)warning coloration, (3)camouflage, (4)mimicry, (5)deceptive looks and (6)deceptive behavior.

#50 List of Important Concepts for mid-term prep

Here is the list

List of important concepts

You may download it and then upload it on YOUR docs.
Also, if you'd like to work in group to discuss, you and your classmates may use google docs to share ideas.

#48 Compare two biological communities

Compare the pictures, discuss in group of 2 or 3 and answer the following questions along with your names.
1.What do you think that cause these two biological communities so differently?

2.Is plant productivity higher in species-rich ecosystems? Why?

3. Does species richness enhance the sustainability of an ecosystem? why?

#47 Attedance Report (10/01/2009)

The Post was closed.

#46 What are speciations and extinctions

Work in group of two or three
Please provide definition of Speciation and extinctions. Also, find out an example for each concept from available information resources.
Please write down the names of the group while you are putting comments.

#45 WK 5 PPT

Tuesday 9/29/09

Thursday 10/01/09

#44 Online Material- What killed the dinosaurs?

http://www.pbs.org/wgbh/evolution/extinction/dinosaurs/

#43 Why is biodiversity so important?

Discuss in group of 2 or 3. Write down why it is so important. No internet or information search while you are discussing. Put your names of the group members on the top of your comments.

#42 What is Biodiversity

Search on the internet or any resources available to you. Write the related information about the definition of biodiversity on this Post using the COMMENT function. Please include the cited sources.

#41 Announcement WK 5 (9/27/2009, 9/29, 9/30 Update)

Hello WC Folks,

I also put a reminder on D2L about this new announcement. I hope it would work and could keep you update. Thanks for the efforts on the outline of your lesson plan and research study. They are very interesting and inspiring. Though I may not be able to put comments on everyone's work (due to my time constraint), I have been bringing your ideas with me while I am walking or drinking a cup of coffee and so on. If you have any new ideas, please add in your Docs and I will read them through my Docs and see if I could help you to consolidate the ideas.

The Required
1. One comments and reflections assignment will be due on Thursday 10/1/2009
Please see Post #40 to complete your work.

2. While you are doing the five matter cycles assignment, please make sure two things:
a. Have your name on the title of the file (e.g. Chihche Five Matter Cycles), easy for me to identify who is doing that.
b. Have me as your collaborator not a viewer, so I can add my thoughts on.

3. Regarding knowing your performance in the class.
Today (9/30) I sent an individual docs to your docs account about your current performance (only I can edit and you can view). I hope it can address your concern on how well you are doing in the class. I will explain that in the class on 10/1/09.

The Optional
I asked a few of class members to share their outlines for your information. There are no particular criteria for the outline invitation. When I saw these outlines, I just felt that I had something to speak with you through the examples. I hope such sharing could benefit your work.
Outline Examples

#40 Reflections and Comments 3/5 (Due by 10/01/2009)

This is a REQUIRED assignment, including two parts.

Suggested Answers for five matter cycles

First, finish the assignment of five matter cycles, which was sent to your gmail account. You opened it as a google Docs, then you shared with me as a collaborator. The students in the Thursday class have done it successfully. For those class members who were not able to attend the Thursday class and have a problem doing this, please contact me. I would be happy to assist you.

Second, it may be a good time to reflect your experiences of using the web-based platform (e.g. Class Blogger, Docs etc). Please use the comment function below to state what you think. It should include at least three parts:
(1) Overall experience
(2) several points of advantages, and why?
(3) several points of disadvantages, and why?
In addition, you are more than welcome to put more comments on this issue.

#39 Attendance Report (9/24/2009)

The report was closed

#38 Discussion- Share ideas of plans and studies

1. Have your outline of lesson plan or research study upload on your Docs

2. Share the file with the members of your group.
Their gmail accounts are available below.
List of class members' gmail accounts
Add their accounts on your SHARE list.

3. Go back to your Docs
Start to talk to the group, share your thoughts and put your comments on a focus lesson or study.

#37 Announcement- Research Opportunity

Hello WC folks,

There is an ETSU research opportunity (see below) for you (undergraduate-senior, junior) and me. If you have some ideas and want to develop a research study, you may consider that. Also, if you think that I could be one of your collaborators, please let me know and I would be interested in part of it.

In addition, I will submit another proposal to compete the grant. Currently, I have several research/instructional interests with some science teachers at the University School of ETSU. We would like to develop a web-based platform learning environment (e.g. like we are using the Class Blog in the course) on the level of K-12 education. I would also like to take this action from a research perspective and would love to invite some of you to join a research team. If you are interested in the idea or have any questions, please email me and we can discuss further.


============Beginning of Grant Info=========
ETSU STUDENT-FACULTY COLLABORATIVE GRANTS

CALL FOR PROPOSALS

Fall Deadline October 21, 2009

This Call for Proposals for Student-Faculty Collaborative Grants represents the first of two rounds of competition this academic year. Grants funded under this cycle will become available in mid-December, 2009 and must be spent by May 2010.

The purpose of this fund is to encourage outstanding undergraduate students to complete an organized research project during their senior year. Any undergraduate junior or senior is eligible. The Student-Faculty Collaborative Grant program is administered by The Honors College with funds made available from the Honors College, Provost’s Office, and Office of Research & Sponsored Programs. The maximum award per grant will be $1,000; opportunities also exist for research projects conducted abroad. For more information about budget, application materials, how to submit, and how proposals are evaluated, please visit our website:

http://www.etsu.edu/honors/research/students/collaboration.asp

All materials should be submitted electronically (levyf@etsu.edu) AND one paper copy that includes review and signature by the Chair of the home department of the faculty sponsor must also be submitted to the Honors College Office (Yoakley Hall); we recommend direct delivery (not campus mail). The deadline for submission of proposals (electronic and paper copy) is:

WEDNESDAY, OCTOBER 21, 2009, 4:00 p.m.

============End of Grant Info=========

#36 Attedance Report (20090922)

The report was closed.

#35 Concept map of ecosystems

Here are the related files
Concept map of ecosystems
Answers from your group
A suggested concept map

Please work in group of two and complete the following task.

#34 Ch3 Three integrated questions

Students' Responses
Suggested Answers

Please have a group of 2 people working together to answer the following questions.

#33 Wk4 PPT

Tuesday 9/22/09 (early version)

Thursday 9/24/09

#32 Annoucement WK4 (9/17/09, 9/22, 9/23 Update)

Dear WC folks,

Now, basically every member in the class has a blog. Please enjoy playing it and it could be your niche (or resume strength) for your teaching or work. In addition, I have seen some class members cooperating as Followers. That's wonderful. Collaboration, I believe, would make your plan or study more fruitful.

It is very important for the instructor to meet your expectations and needs for this course. Any forms (e.g. emails, in person, comments on the Blog) of feedback (e.g. suggestions, comments, criticism) are more than welcome. Any voices will help me to improve.

The Required
1. There are two reading summaries (Post #30 and 31) due on 9/24/2009. Selection of the journals should be in accordance with the rules stated in the latest syllabus (Post #26).
2. Please prepare for an outline of your lesson plan or research study by 9/24/2009. Using Google Docs (introduced on 9/17) to accomplish this task is strongly encouraged. However, if you do not feel comfortable to use it, bring a hard copy to the class is fine. If you are bring a hard copy of your lesson or study, could be please bring an electronic file as well?
3. Please finish the Post #34 by the class on 9/24/2009 (Update)
4. If you are doing a lesson plan with a group of 2, the length of the plan should cover 10 hr period instead of 5 hr (I am sorry I didn't announce previously, but I believe it is a fair policy).

The Optional
No further thoughts so far

#31 Journal Summary 4 Due by 9/24

#30 Journal Summary 3 Due by 9/24

#29 Report Your Blog URL Address

#28 Exploratory Curricula

These curricula have been mainly developed by a science teacher, Mao-Cheng Lin, and his team at Guang-Wu Junior High School, Shinchu City, Taiwan. The core ideas are to utilize a variety of environments as learning platforms to promote students' science learning.

In addition, they have an official blog (in Chinese) for detailing the past and ongoing events. Currently, the curricula include a variety of exploratory activities such as

* Mountain climbing (English subtitle available, see below)
* Faraday Bike- Bike traveling
* River tracing (English subtitle available, see below)
* Ocean education (Scuba diving)

Mount Climbing I


Mount Climbing II


River Tracing

#27 Week3 PPT files

Tuesday 9/15/2009

Thursday 9/17/2009

#26 Announcement WK3 (9/10/2009, 9/16 Update)

Hello WC Folks,

The required

1. Reflections and Comments- Due by the class Thursday 9/17/09
We will have a short assignment about comments and reflections due on 9/17 and Please refer to Post #24 below.

2. There are two important updates (in red) on Page 4 in the latest version of the syllabus.
WC Syllabus Ver. 9 (9/16/09)
in brief, adding
(1) Bonus Performance
(2) Rules for non-suggested journals

The optional
1. Information sharing- Due by the class Thursday 9/17/09
Contribute related information about your research/lesson topic to one of the group discussions. Each class member may have a topic, e.g. climate/weather. Presumably, you may some related information about it. Please share the information to the class by using the comment function on the assigned Post (Climate on Post #19, Recycling on #20, Biomes on #21, Animals on #22, Nutrients on #23)

2. Consider to give a content presentation, which is related to your lesson plan or research study. Details will be released later.

Important ! Reading Journals Update
New approved journals:
Discover magazine, NOAA Fisheries, NASA: Earth Observatory, Journal of Wildlife Management, Ranger Rick and National Wildlife

Not approved journals:
Workboat, Bowhunter, Public Management, National Geographic News.

#25 Announcement- Policy for the threat of H1N1 diasease

The following is a forwarded message from the President of ETSU. This class would apply what he announced.

------Beginning of message------
During my administration as President of East Tennessee State University, my motto has been and continues to be “Always do the right thing for ETSU students, ETSU faculty, and ETSU staff.” In the event of widespread illness among the ETSU Campus Community from the flu virus, I want to make you aware of my expectations of what it means to “do the right thing”:

1. Encourage anyone experiencing flu related symptoms to stay home. Symptoms include fever, lethargy, lack of appetite, and coughing. Some people with swine flu also have reported runny nose, sore throat, nausea, vomiting, and diarrhea.

2. Make provisions for our students to make up their work because many may be absent 7-8 days.

3. Be flexible with our attendance policies during this unusual time.

4. Don’t require a doctor’s excuse. Health care providers will not have time, and many people affected by the virus will not seek professional medical intervention unless they are extremely ill.

5. All departmental and unit authorities should make sure that this information reaches all ETSU employees especially adjunct faculty, teaching assistants, and part-time temporary employees.

Dr. Paul E. Stanton, Jr.
President
East Tennessee State University
PO Box 70734
Johnson City, TN 37614
-------End of message------------

#24 Reflections and Comments (2/5)

There are two tasks requiring you to perform.

1. Redo the Ecological Footprint Quiz
(http://www.myfootprint.org/en/visitor_information/)
This time please choose acceptable options that would be workable and practical for you. AND the choices would reduce and even minimize the ecological footprint.

2. In a state park, "Feeding wildlife is prohibited" is a general policy or even enforced by a state law. Could you please explain why the regulation is so important from an ecological perspective?

A suggested answer from students:
"From an ecological perspective it is important not to feed wildlife animals for many reasons. (1) food that we give animals is often not suitable for animals. So they could get very sock or even die from the food we feed them. (2) When animals know they can get easy food, they may gather in large groups. The animals may fight and this also makes it easier for disease to spread. Lastly, (3) when the above happens, animals may die in larger quantities than normal and that disrupts the food chain and ecosystem."

#23 Group Discussion- Food/ Nutrient Group

Please use this Post to share ideas and resources on the issue of Food/ Nutrient.

#22 Group Discussion- Animals Group

Please use this Post to share ideas and resources on the issue of Animals.

#21 Group Discussion- Biomes + Habitats Group

Please use this Post to share ideas and resources on the issue of Biomes and Habitats.

#20 Group Discussion- Recycling Group

Please use this Post to share ideas and resources on the issue of Recycling.

#19 Group Discussion- Weather Group

Please use this Post to share ideas and resources on the issue of Weather.

Here are some example that I obtained from my colleague in Taiwan.
The tasks that the teacher provided for his student are:
(Original resource: http://tw.myblog.yahoo.com/jw!nipMd4SUEQW6plOpr35pDtIbRg--/article?mid=4525&prev=-1&next=4496)

(1) What do you observe (at least two points)?
(2) Guess/ hypothesize the story of the event qualitatively and quantatively.
(3) Expand one of your observation/ hypothesis into a research study, i.e. setting up a topic, collecting data, analyzing and discussing the results.

Pictures 1-2: Sha-Lin Village before and after Typhoon Morakot (2009)


Pictures 3-6: downstream and upstream views after Typhoon Sinlaku

20080915 Upstream View

20080911 Upstream View

20080915 Downstream View

20080911 Downstream View

#18 Class Discussion- Biomes (Post-view)

Here is your video-watching summary
Summary

#17 Week2 PPT files

Tuesday 9/8/2009

Thursday 9/10/2009 (early edition)

#16 Group Colaboration Inquiry (Interests, Match)

Here is the up-to-date survey result (editable).

Here is the survey result after tagged by the instructor (read only).

#15 Discussion: Matter and Energy

No information available on this post

#14 Announcement WK2 9/4/2009 (9/8/09 Update)

Hello WC Folks,

Several things to announce.

First, the required
Please submit your reading summaries to Post #12 & #13 by the class on Thur 9/10/2009. Refer to the Syllabus (Post #3) for the related requirements and suggested reading journals.

Second, the optional
If you have further thoughts on the discussion about three greatest crises on the environment (Post #9), please add the comments below.

The Week 1 powerpoints files are available for you on Post #11. And Week 2 PPT on #17.

Chihche

#13 Reading Summary 2 Due by 9/10

Hello Wildlife Conservation Folks,

Here is for your second summary submission.

#12 Reading Summary 1 Due by 9/10

Hello Wildlife Conservation Folks,

Here is for your first summary submission.

#11 Week 1 Powerpoint Files

There are two powerpoint files presented in the first week of the course.

Tuesday 9/1/2009

Thursday 9/3/2009

#9 Group Discussion Result (20090903)

Please refer to the Group Discussion Result.

Group Discussion

Some comments from Chihche

Comments on Three Crises

#8 Group Discussion (20090903)

Each group ranks what you perceive to be the three greatest environmental crises facing your generation. For each you should list the reasons why that issue is so important. Please submit the results of group discussion below.

#7 Reflections and Comments (1/5)

Please report your result on the Ecological Footprint Quiz
(http://www.myfootprint.org/en/visitor_information/)

#6 Video information about blogger, docs and chat

The following links are about some basic information and techniques about Google Blogger, Docs and video chats. You can view them on this blog or Youtube. More videos could be found on Youtube.

Regarding Blogger:


Regarding Docs:




Regarding Voice and Video Chat:

#5 Technical Structure

A PDF file for application of technology to STEM Education can be found in the following link (registered users only):
Web Tech vs. STEM

#4 18 Prior Knowledge Questions [WC]

This post will be used in the first class.

#3 Syllabus [WC]

Click below for a tentative syllabus.

Syllabus for Wildlife Conservation

I will bring a hard copy for you in class.

#2 Announcement 1- Create an account [WC]

This Class Blog is using a Google-based platform, which will be available ONLY by registered users (currently is open to the internet, but will be accessed by the registered users after the 1st week of 2009 Fall semester). Therefore, you will need to (1) create a Google account (https://www.google.com/accounts/ManageAccount, click " Create an account now" on the bottom right) and (2) inform me of your account (How-to-do see below).

It is crucial to use the Class Blog to submit your work, access the latest announcements and acquire the course materials.

Suggestions for your Gamil account. Here is an example.
(1) If your ETSU goldmail account is cctai@goldmail.etsu.edu
Please have the new gmail account as cctai.etsu@gmail.com (adding .etsu)
(2) If the suggested account name is not available, choose another account name.

In addition, please inform me when you have created a Gmail account by answering the following questions and then submit it. The information will inform me to give you the accessibility to the Class Blog after the first week of the semester.