ISCI 2001 Life

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ISCI 2001Life Earth Science

• Pamela J. W. Gore

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Georgia Perimeter College

• Seven locations
• 21,000 students
• Largest 2-year institution in
  Georgia
• Third largest institution
• in the University System
• of Georgia
• GAs largest freshman class
• 11,834 in Fall 2006

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Georgia gets Serious about Science Education

• About 1/3 not passing HS science graduation test
  (gt26,000)
• Science tests coming to elementary MS
• Need
• Hands-on learning
• Better-prepared teachers

Article from February 13, 2005
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Georgia Performance Standards for K-5 Science

• Grades 3-5 implement in 06-07
• Grades K-2 implement in 07-08

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Kindergarten

• Day and night sky sun, moon, stars
• Sort rocks and soils on physical attributes
• Living vs. non-living
• Animals and plants
• Parents and offspring
• Motion

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Grade 1

• Weather patterns
• Seasons
• Characteristics and needs of living things
• Light
• Sound
• Shadows
• Magnets

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Grade 2

• Sun, Moon, and stars
• Seasons
• Changes of Earths surface
• Life cycles
• Physical changes
• Solid, liquid, gas
• Energy and motion

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Grade 3

• Rocks minerals of Georgia
• Fossils
• Weathering
• Soils
• Habitats, organisms in Georgia
• Pollution conservation
• Heat energy, magnets

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Grade 4

• Stars and constellations
• Solar system
• Weather data and forecasting
• Water cycle
• Ecosystems, food web/chain
• Adaptation, survival and extinction
• Light, sound, force, mass, motion
• Gravity

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Grade 5

• Landforms of GA
• Constructive destructive forces (earthquakes,
  volcanoes, deposition, erosion weathering)
• Role of technology in control of the above
• Biological classification, inheritance
• Cells, microorganisms
• Matter, physical and chemical changes
• Electricity and magnetism

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Georgia Performance Standards are online at
http//georgiastandards.org
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University System of Georgia Educator
Preparation Academic Advisory Committee (EPAAC)
recommends new science courses for Early
Childhood Education majors in Area F December
7, 2005
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Reasons given

• Teachers do not have the science knowledge they
  need. It is also hard to hard to entice those
  majors into a science course to excite them about
  science.
• Teachers rote know a lot of stuff but do not
  understand and cannot explain to students.

Virginia Michelich
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• Data has shown that students must have
  opportunities to learn science actively by
  working with peers and instructors.
• Conceptual understanding of science and the
  processes of experimentation and theory-building
  are more important than memorizing accepted facts
  and theories.

Change, September/October 2002
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• A new set of courses designed to align with the
  GPS will make sure future K-5 teachers will have
  content. The intent is to ascertain what they
  already know and build on that.
• When we use the term activity-based, I dont
  think we are dumbing down the course. Get
  teachers away from worksheets for their students.
  
• This is an opportunity to look at courses and
  develop them in a different way.

Dorothy Zinsmeister
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• This needs to be presented in a manner that is a
  little more exciting than chemistry and physics
  are presented now.
• Make it activity-based and make it more exciting.
  
• This is not science for science majors.

Tim Goodman
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Course Overview as mandated by University
System of Georgia EPAAC
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(No Transcript)
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(No Transcript)
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Welcome to Integrated ScienceISCI 2001 -
Life/Earth Science
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Life Science

• A. Characteristics of Life
• B. Biodiversity/Heredity
• C. Energy Flow
• D. Interdependence of Life/Ecology
• E. Cells

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Characteristics of Life

• Distinguish living organisms from nonliving
  materials by observable physical attributes
  (appearance, size, motion, etc.) recognize that
  fungi are living organisms
• Demonstrate the ability to explain
  characteristics associated with all living
  things cells, growth, reproduction, heredity,
  response to stimuli, evolutionary adaptation,
  energy metabolism, exchange of materials with the
  environment, homeostasis

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Characteristics of Life

• Compare and contrast the characteristics
  (including parts) and basic needs of plants and
  animals.
• Identify factors that affect the survival or
  extinction of organisms, such as adaptation,
  variation of behaviors (hibernation) and external
  features (camouflage and protection) identify
  factors that may have led to extinctions of some
  organisms

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Biodiversity/Heredity

• Recognize similarities and differences between
  organisms (compare and contrast a plant, an
  animal, and a bacterial cell recognize
  similarities and differences between parent and
  offspring)
• Group living organisms based on characteristics,
  and demonstrate an understanding of how and why
  scientists use classification

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Biodiversity/Heredity

• Demonstrate the ability to explain life cycles of
  various organisms
• Demonstrate the role of DNA in heredity
• Demonstrate the ability to explain mechanisms for
  transmission of traits between generations
• Distinguish between inherited traits and learned
  behaviors

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Energy Flow

• Demonstrate an understanding of the intricacy and
  concepts of food webs
• Explain the process and significance of
  photosynthesis
• Demonstrate an understanding of the need for
  oxygen and organic carbon
• Explain the process and significance of cellular
  respiration

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Interdependence of Life/Ecology

• Demonstrate an understanding of interdependence
  of community members identify roles of
  producers, consumers, and decomposers
• Distinguish between autotrophic and heterotrophic
  organisms
• Demonstrate an understanding of symbiotic
  relationships, i.e. mutualism, commensalisms, and
  parasitism relate how microorganisms benefit or
  harm larger organisms
• Demonstrate an understanding of predator/prey
  relationships, strategies, and adaptive
  significance
• Recognize characteristics of different populations

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Interdependence of Life/Ecology

• Demonstrate an understanding of basic population
  dynamic structure
• Demonstrate an understanding of the importance of
  birth and death rates
• Demonstrate an understanding of the habitats of
  different organisms (aquatic, terrestrial,
  artificial), and the dependence of organisms on
  their habitat differentiate between habitats of
  Georgia and the organisms that live there
• Demonstrate an understanding of the components
  and limiting factors of a habitat, a niche, and
  carrying capacity
• Demonstrate an understanding of the difference
  between a macro- and a microhabitat
• Demonstrate an understanding of the effect of
  pollution and humans on the environment identify
  ways to protect the environment

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Cells

• Recognize the cell as the fundamental unit of
  life
• Demonstrate a knowledge of the diversity of
  unicellular organisms (including eukaryotic and
  prokaryotic cells)
• Demonstrate an understanding of the origins of
  multicellularity
• Demonstrate an understanding of the levels of
  biological organization
• Demonstrate an understanding of the integrated
  functions of body systems
• Observe, identify, diagram, and label different
  cell components and explain their structure and
  functions (plant cells, animal cells,
  single-celled organisms, multicellular organisms)
• Explain the integration of cellular components

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Life Science Activities

• Scientific Method
• Logic Cube
• Corn Seedlings
• Characteristics of Life
• Biotic vs. Abiotic
• Classification
• Pond Scum
• Ecosystem Study
• Nature Preserve
• Leaf Collection

• Community
• Computer Activity
• Symbiosis
• Habitat-Hold Em Card Game
• Energy transfer
• Pyramid of Energy
• Food web
• Food chain
• Owl Pellets

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Life Science Activities

• Ecosystem Study
• Nature preserve
• Aquatic and forest
• Biodiversity
• Water quality
• Chemistry of soil
• Atmospheric conditions
• Posters
• Biogeochemical cycles

• Life cycles
• C-fern
• Fast plants
• Grub life cycle

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Life Science Activities

• Cells
• Plant
• Animal
• Prokaryotic
• Photosynthesis
• Respiration

• Genetics
• Corn plants
• Monohybrid Cross
• Dihybrid Cross
• Sex-linked

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Field Trip to Nature Preserve
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What lives under a rock?

• Worms
• Insects
• Mites
• Snails
• Salamanders

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Collecting Insects
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Identifying Insects
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Identifying Plants
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Heredity and Biodiversity Growing Corn Varieties
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Identifying Leaves in the Lab
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Growing Wisconsin Fast Plants

• Short life cycle from seed to seed in about a
  monthPollination

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Growing Ferns from Spores
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Earth Science
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Earth Science

• Earth Systems
• Astronomy
• Lithosphere (Geology)
• Hydrosphere and Atmosphere (Oceanography and
  Meteorology)
• Biosphere

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Earth Systems

• Recognize the importance of science and
  technology in our everyday lives (should be
  threaded throughout Earth Science topics)
• Recognize Earth materials (rocks, soil, water,
  air, etc.)

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Astronomy

• Demonstrate an understanding of the basic
  attributes of stars, planets, Moon, Sun, and the
  Solar System demonstrate the relative size and
  order of planets in the Solar System
• Describe and model changes and patterns in the
  day and night sky (including day/night
  transitions star patterns movement of stars,
  planets, Sun and Moon phases of the moon), and
  changing length of day and night as related to
  changing seasons
• Demonstrate an understanding of the use of
  technology to observe distant objects in the sky

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Lithosphere (Geology)

• Differentiate between minerals and rocks
  differentiate between different types of minerals
  and between different types of rocks on the basis
  of their physical properties and demonstrate a
  basic understanding of the rock cycle
• Recognize and describe the basic properties and
  components of soil (texture, particle size,
  color) compare and contrast different types of
  soil (clay, loam or potting soil, sand, etc.)
  including their ability to support life and
  capacity to absorb water

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Lithosphere (Geology)

• Demonstrate an understanding of fossils as
  evidence of organisms that lived long ago, and
  processes of fossilization compare and contrast
  fossils with organisms that are living today
  recognize fossils of Georgia explain how fossil
  fuels were formed and why they need to be
  conserved

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Lithosphere (Geology)

• Recognize and describe the different geologic
  processes that shape the Earth, including how
  water and wind change rocks and soils over time
  identify surface features caused by constructive
  and destructive processes (deposition, faults
  earthquakes, volcanoes, weathering, erosion)
  categorize Georgia landforms formed by
  constructive and/or destructive processes

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Lithosphere (Geology)

• Demonstrate an understanding of the role of
  technology and human intervention in the control
  of constructive and destructive processes
  (seismological studies, flood control, beach
  reclamation, etc.)

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Hydrosphere and Atmosphere (Oceanography and
Meteorology)

• Demonstrate a basic understanding of the water
  cycle, and states of water (solid, liquid, gas)
• Analyze weather charts/maps, and observe,
  measure, and communicate weather data to predict
  weather events and infer patterns and seasonal
  changes
• Describe changes in weather and how they relate
  to the water cycle (freezing, melting,
  precipitation, evaporation, etc.) and position of
  the Earth and Sun
• Understand and describe how weathering forms soil
  and how weather and erosion change the Earths
  surface

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Biosphere

• Recognize and describe different biomes and how
  they are affected by weather, plant and animal
  activity, and geologic processes
• Observe and record changes in a specific area
  using maps, and infer causes of the changes
  (weather, plants, animals, and/or people, etc.)

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Earth Science Activities

• Astronomy
• Solar System
• Sun angles
• Measuring Circumference
• Planets
• Order and distance
• Relative size
• Unique features
• Moon phases observation journal

• Seasons
• Earth Systems (GLOBE)
• Water Cycle
• Weather
• Measurement
• Weather maps
• Global patterns

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Earth Science Activities

• Lithosphere/ Geology
• Mineral identification
• Rock identification
• Weathering
• Soils
• Fossil picking and ID
• Physiographic Provinces maps
• Georgia Landforms (Georgia Outdoors videos)

• Earth Movements
• Plate Tectonics
• Earthquakes
• Volcanoes

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Learning the States
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Earth Systems and Cycles Posters
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Identifying Minerals
Wards Natural Science Know Your Minerals Kit
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Identifying Rocks
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Fossil Preservation
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Relative sizes and distances of the planets
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Relative Distances of the Planets in Gainesville
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Planet Projects A Mixed Bag
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Observations on Course Structure

• Website for course notes
• Team taught (the first time around)
• Mondays - Life science, Wednesdays - Earth
  Science
• Would work better not to alternate topics
• Long term projects (seeds, astronomy
  observations)
• Many short term projects
• Field Trips are good!!
• Discussion of newspaper articles
• Students need clear expectations and structure
• Lack of student motivation
• Online quizzing to allow for repetition
• Difficulty getting students to turn in homework
• Differences in teaching styles and expectations
• Surveys on first and last day

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Website for the Coursehttp//gpc.edu/pgore/ISCI
/ISCI2001LifeEarthcontents.html