Lindsay Rogers

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Lindsay Rogers 1821 Ridgehaven Court 2 Lincoln,
NE 68505 lindsayannrogers_at_yahoo.com
Click on the picture to learn more about me. Or,
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portfolio.
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Lindsay Rogers Hi. My name is Lindsay Rogers and
I currently live in Lincoln, Nebraska. I received
my Bachelors of Science in Natural Resources,
Environmental Studies in December 2002. Being
forced to choose between I immediately went on
to graduate school. I started a program to obtain
a teaching certificate and a Masters of Art in
Curriculum and Instruction. This has been a great
choice for me. I really love science and studying
all aspects of the environment, but I also enjoy
sharing this love with others. I feel the way to
encourage people to respect the environment and
understand why conservation and environmental
protection is necessary for everyones future is
through education. As of May 21st, 2004, I will
be married to Craig Wacker. Craig is also working
on his masters Masters of Community and
Regional Planning, with an emphasis in
Environmental Planning. I have two wonderful
parents who live in Omaha, NE. And I have two
sisters and two brother-in-laws. I am also proud
to say that as of August 1, 2003, I am an aunt to
the CUTEST nephew, Marco.
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I have created this Professional Portfolio in
order for you to get a better understanding of
who I am and the experiences I have. Please click
on one of the links below, or simply advance
through the slides.
About Me
Education
Course Work
Work Experiences
Teaching Experiences
Professional Memberships
References
Teaching Rational
INTASC Standards
Photos
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Education
Masters of Art, Curriculum and Instruction Univer
sity of Nebraska Lincoln December
2004 Teachers College, GPA 3.84 Teaching
Certificate University of Nebraska --
Lincoln December 2004 Teachers College Earth
Science and Biology Emphases Bachelors of
Science University of Nebraska
Lincoln December 2002 College of Agricultural
Sciences and Natural Resources Major
Environmental Studies, Minor Water Science GPA
3.24 Study Abroad Program School for Field
Studies May 2002 Magdalena Bay, Baja
California, Mexico Center for Coastal Studies,
semester program GPA 3.43
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• Relevant Course Work
• Undergraduate (Bachelors of Science,
  Environmental Studies)
• Coastal Ecology Principles of Ecology
  Natural Resources Policy Limnology
• Environmental Law Ichthyology
• Soil and Water Conservation Hydrogeography
• Ecological Anthropology Meteorology
• Resources Management
• Economic and Ethical Issues in Development
• Cedar Point Biological Station
  emphasizing field and laboratory techniques.
• Center for Coastal Studies emphasizing
  natural resources and environmental
• management skills.
• Graduate (Masters of Arts, Curriculum and
  Instruction)
• Science Teaching Methods, 1 2
• Adolescent Psychology
• Multicultural Education

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Work Experiences

• University of Nebraska -- Lincoln, Cooperative
  Extension
• PLT and WET Assistant State Coordinator April
  2003 present
• Facilitate PLT and WET workshops, assist
  facilitating Advanced Workshops
• Organize supplies and materials for all workshops
  and meetings
• Conduct state-wide evaluation of PLT, WET, and
  WILD
• Align all PLT and WET activities to Nebraska
  State Education Standards
• Coordinate the 2003 Make A Splash water
  festival for over 150 participants
• Fontenelle Nature Association
• Naturalist Educator January 2004 present
• Educate students ranging from 3 to 80 in age
  about the local environment
• Lead nature and interpretative hikes
• Develop new environmental education programs

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Work Experiences Continued

• University of Nebraska Lincoln, School of
  Natural Resources Sciences
• Lab Assistant May 2002 - January 2004
• Identify ecoregions for Nebraskas lakes
  according to water quality.
• Conduct water quality sampling and testing in
  the field and lab.
• Organize and analyze data.
• Direct literature searches.
• University of Nebraska Lincoln, School of
  Biological Sciences
• Teaching Assistant August 2002 December 2002
• Prepare and present lectures for lab class.
• Instruct and assist 24 students with lab
  procedures.
• Evaluate students understanding and grade
  assignments.

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Teaching Experiences Fontenelle Forest,
Bellevue, NE April 2003 - present I currently
work at Fontenelle Forest as a part-time
naturalist. One of my favorite programs the
H2Omaha Program teaching 5th graders about the
water cycle and the importance of wetlands.
Teaching includes dipping in a wetland pond and
macroinverterbrate identification. The program
also includes an interpretive hike through a
wetland of the Missouri River watershed. In
addition, I teach several other programs for
students ranging in age from pre-school and
kindergarten to adult. Student Teaching January
- May 2004 Teaching Environmental Sciences and
Genetics at the Zoo School -- a specialized high
school for students interested in the sciences. I
am teaching environmental studies and co-teaching
genetics and anatomy. I also help students with
their required research projects.
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• NAAEE North American Association for
• Environmental Education
• NACEE Nebraska Alliance for Conservation and
• Environment Education -- Board Member
• NSTA National Science Teachers Association
• NATS Nebraska Association of Teachers of Science

Professional Memberships
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References Brooke Levey Nebraska Environmental
Education Coordinator University of Nebraska,
Cooperative Extension 111 Munssehl Hall Lincoln,
NE 68514 blevey1_at_unl.edu Dr. Ron
Bonsetter Secondary Science Methods
Professor University of Nebraska --
Lincoln Henzlik Hall Lincoln, NE 68513 (402)
472-2443 rjb_at_unl.edu Tadd Barrow Water Science
Specialist University of Nebraska Lincoln 12B
Plant Industry Lincoln, NE 68514 (402)
472-7783 tbarrow_at_unlnotes.unl.edu
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Teaching Rationale My Professional Mission
Statement Why do I want to teach? How do I want
to teach? I think my answer to these questions
may be very different from other science teachers
for one reason. I like kids, and the idea of
impacting someones life is enthralling, but the
real reason I want to teach is a true love of
natural sciences and the environment. I feel
strongly about environmental issues protection,
conservation, and remediation. I want others to
care about the environment and know why they
should protect it. I want to teach because I
think this is the best way to change peoples
attitude and behaviors about the environment and
their responsibility to it. I do not see myself
teaching in a junior high or high school. I do
not think this setting in conducive to my
attitude, and I do not think I would last long
there. Rather, I see myself at a nature or
science center, or involved with furthering and
improving environmental education. I want to be
able to teach from my heart, not having to worry
about standardized tests and national standards.
I understand the need for these, however I dont
think this is how good teachers are the most
effective. This means my classroom will not
have four walls. I want to be able to take the
kids out everyday to physically show them how a
bug effects a tree or how different soil types
effect the lake chemistry.

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Above all, the most important thing to me is
students who think, not just students who score
well on a test. In my classroom I want students
who ponder, wonder, and wander. I want students
who question everything life, the way things
work, why things work, why processes occur, . . .
I even want them to question me and the things I
am teaching. I feel so often students are given a
series of facts that make them knowledgeable. I
want my students to think about how things
interact and how these interactions effect other
events. I feel that it is this thinking skill
which makes an individual intelligent, not just
book smart. Creativity is another element of
the successful student that is often overlooked
in the science classroom I do not want this to
be the case when I am teaching. When I was in
school, creative thinking meant you wrote a
creative story or you used your imagination for
an art project, it was never mentioned in science
class. In my classroom I want creative thinking
to be thinking about the same thing in a
different way. Thinking outside the box or
looking at the same situation from a different
perspective. Instead of asking why are leaves
green, I want my students to think why arent
leaves pink? It may not be the same kind of
creativity, but it is creativity all the same
and it is important in the science classroom.
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Education needs to be made relevant and engaging
for students (ICASE, 2003). I could not agree
more with this statement. As a student I often
asked myself, Why am I learning this? I never
want a student to have to wonder about this in my
classroom. I feel students will retain more and
care more about the subject if it is made
relevant to their lives. I also feel that my
attitude and expectations will lead the direction
of the class. If I have a positive attitude and
expect a lot from my students, I will have
students who, typically, produce and learn a lot.
In order to keep expectations high, I will allow
my students freedom to do different projects to
demonstrate their knowledge and understanding. I
feel that if students have some ownership of the
project or task, they will aim to do better work.
I also understand that all students may not like
some topics as well as others. For this reason I
will expect my students to help themselves to
learning more about topics. To do this I could
create a choose your own topic lesson with
presentations to teach the rest of the class. I
feel I have a true love for science and a passion
to pass this love and appreciation for the
environment on to my students kids and adults.
I believe the reason many people do not care and
respect the environment is that they do not have
the information or education to know how and why
they should care. I want to change this.
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INTASC Standards
The INTASC Standards were developed by the
Interstate New Teacher Assessment and Support
Consortium. They are a way for Educators and
Administrators to assess future teachers from all
across the country the same. There are 12 INTASC
Standards. Each of the following pages addresses
one of the standards and how I have worked to
achieve each of the standards.
Standard 5 Classroom Motivation and Management
Skills
Standard 1 Knowledge of Subject Matter
Standard 9 Professional Commitment and
Responsibility
Standard 2 Knowledge of Human Development and
Learning
Standard 6 Communication Skills
Standard 10 Partnerships
Standard 3 Adapting Instruction to Individual
Need
Standard 11 Contexts of Science Education
Standard 7 Instructional Planning Skills
Standard 4 Multiple Instruction Strategies
Standard 12 Human Relationship Skills
Standard 8 Assessment of Student Learning
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Standard 1Knowledge of Subject Matter
Bachelors of Science, Environmental Studies I
feel my Bachelors of Science in Environmental
Studies prepared me to teach a wide variety of
topics. With this degree, I had the opportunity
to study a wide range of topics from Ecology
and Cell Structure and Function to Meteorology
and Biodiversity. I have also studied
ichthyology, limnology, hydrology, coastal
ecology, and botany. Please see the Course Work
section of my Professional Portfolio. Masters of
Art, Curriculum and Instruction As I work towards
my Masters of Art in Curriculum and Instruction
and a Teaching Certificate, I am constantly
learning more about how to teach. I have taken
courses such as Human Cognition and Instruction,
Adolescent Psychology, Multi-Cultural Education,
Technology in the Classroom, and Educational
Psychology. Of all the Education classes I have
taken, however, I feel that my time spent student
teaching has taught me the most about how to be a
great teacher and produce a wonderful learning
environment with students excited about learning.
Environmental Education I have recently had the
opportunity to take the Fundamentals of
Environmental Education class through the
University of Wisconsin Stevens Point. This
online class has been extremely valuable to me. I
have learned about the need for bias-free
environmental education, while ensuring students
learn to appreciate the world around them.
Back to INTASC Standards
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Standard 2Knowledge of Human Development and
Learning
Through my course work in the Education
Department, I have learned extensively about
student development and learning. Some of the
classes I have taken include Adolescent
Psychology Human Cognition and
Instruction Multi-Cultural Education Special
Education Educational Psychology
Back to INTASC Standards
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Standard 3 Adapting Instruction for Individual
Needs

• Some strategies I have used to adapt my classroom
  and instruction to students individual needs
  include
• Allowing more time for specific students on tests
  and quizzes
• Allowing students with writing difficulties
  access to computers for all assignments
• Altering test format to include more space for
  thinking-out problems
• Allowing all students to help determine due dates
  of assignments and allow more time for some
  students

Back to INTASC Standards
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Standard 4 Multiple Instructional Strategies

• Field Work
• Water Quality Testing of Antelope Creek
• Group Projects
• Soil Development Projects
• Ecosystem Modification Experiments
• Individual Work
• Ecological Footprint Reduction Brochure
• Semester-long Journals
• Journal Article Reviews
• Classroom Discussions

Back to INTASC Standards
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Standard 5 Classroom Motivation and Management
Skills

• Motivation
• Have students help determine assignments
• Allow students to pick topics
• Alter schedule determined by students interests
• Keep topics relevant to students lives
• Management
• Have students help determine classroom rules
• Require respect at all times

Back to INTASC Standards
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Standard 6 Communication Skills
I feel a key to excellent education is
communication. There are three main areas of
communication I feel are the most important to
me, as a teacher
Back to INTASC Standards
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Standard 7 Instructional Planning Skills
I feel a good teacher can not plan for the entire
semester before the first day of the year. Great
planning entails a general outline of the
semester, while leaving room to slow for better
understanding, snow or heat days, or great
interest among the students. I usually plan the
semester loosely leaving room for just such
situations. About two weeks ahead of the class
period, I finalize plans. This ensures students
have enough time to understand while allowing me
flexibility. I also feel that the semester
should flow. It is the job of the teacher to make
sure the class material flows in a logical
manner.
Back to INTASC Standards
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Standard 8 Assessment of Student Learning

• I use several different methods of assessment
• 1. Projects
• 2. Tests and Quizzes
• 3. Class Discussions
• 4. Homework or Short Assignments over the current
  topic
• My grading usually looks something like this
• Tests and Quizzes 20
• Participation and Class Discussions 20
• Homework (Article Reviews, Worksheets, Short
  Assignments) 30
• Projects and Journals 30

Back to INTASC Standards
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Standard 9 Professional Commitment and
Responsibility
I believe teachers and educators should
constantly be reviewing their teaching methods
and looking for new materials and strategies.
Professional Societies or Organizations are a
great way to enhance professional development
both for education in general and specific
teaching areas. I have had the opportunity to
present at the Regional NSTA Conference in
Minneapolis, MN. For a list of the professional
membership to which I belong, please see the
Professional Membership section of my
Professional Portfolio.
Back to INTASC Standards
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Standard 10 Partnerships
I have had the opportunity to use and work with
several local regional educational organizations
to improve the content in my classroom and make
the curriculum more interesting to the students.
While student teaching, I worked with the
Institute of Agriculture and Natural Resources
(IANR) to obtain water quality testing equipment
for field work with the students. I have also
worked with the Nebraska Department of
Environmental Quality (NDEQ) to obtain current
records of local air quality. This helps
students motivation by using current information
from an area they are familiar with (the city of
Lincoln).
Back to INTASC Standards
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Standard 11 Contexts of Science Education
I am certified to teach Biology and Earth
Science. I have had the opportunity to study in
these areas and I have also taught several
courses in both subject areas. Courses I have
taught include Biology 101 (University
Level) Environmental Studies (High
School) Anatomy/Physiology (High
School) Genetics (High School) Wetlands and
Water Cycle (Elementary Level) Plant and Animal
Adaptations (Elementary Level) For a list of my
teaching opportunities, please see the Work
Experiences and Teaching Experiences sections
of my Professional Portfolio.
Back to INTASC Standards
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Standard 12 Human Relationship Skills
I believe teaching is not entirely about the
subject you are hired to teach. Teaching is
more about working with students to help them
with ALL their problems, not just those relating
to science. When I first began teaching, I was
excited to pass my love for science on to my
students. Now, I find the most rewarding part of
teaching is getting to know the students and
forming a relationship with them. I believe
teaching is helping students grow, not become
world-famous scientists. If that happens, that is
wonderful!
Back to INTASC Standards
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Photo Gallery The next several pages highlight
some of the work I have done over the past two
years. Please look through the pictures for a
better understanding of my love for the
environment and teaching.
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Presenting at the Minneapolis Regional NSTA
Conference
My colleagues and I, as part of our science
teaching methods class, presented current science
teachers with ideas of how to turn their current
labs into inquiry based, student-centered labs.
Participants at the workshop were given oil,
water, food coloring, and straws. They were
instructed to experiment, wonder, and explain
what they were finding by using only these
supplies. This exercise demonstrated to teachers
how much more meaningful learning is when it is
student-centered.
Participants were encouraged to discuss their
current labs and how they could turn them into
student-centered activities with other teachers.
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Make A Splash Water Festival, September
2003 Every year the National Project WET
organization sponsors a water festival to be held
in every state. In 2003, I was in charge of
planning the water festival in Nebraska. The all
day event was held at Pioneers Park Nature
Center in Lincoln, NE. All 120 students,
participating from six schools were rotated
through eight stations. One stations included
looking at algae through microscopes and
identifying pond plants. Other stations included
playing The Incredible Journey and Spring
into Life from the Project WET Activity Guide.
Students also had the opportunity to hike to a
pond and dip for all sorts of pond life. All in
all, the day was a huge success --with teachers,
students, and volunteers! Based on the
evaluation, the students learned a lot, and had
fun.
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Nebraska State Fair Discovery Center The
Nebraska State Fair Discovery Center is an area
set up to allow children ages 2 to 10 to have fun
and learn about science. I was in charge of
planning the events for one day. The stations for
this day included several activities looking at
the properties of water -- cohesion, adhesion,
surface tension. Children built boats from foil
and determined how the shape of the boat effected
how many pennies the boat could hold before
sinking. Children also determined how many drops
of water a penny could hold -- they were
definitely surprised by the results!
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Left Participants work on completing
Regulation Rummy, an activity from Wonders of
Wetlands. Right Participants learn how to
complete nutrient tests as they learn how to
incorporate water quality issues into their
classroom or program. Below A participant uses
a color wheel to determine the nitrate levels
in the pond.
Working with Brooke Levey, Nebraskas Project
Learning Tree and Project WET Coordinator, I
helped plan and present a Wonders of Wetlands
Workshop. Participants learned about different
wetland types in Nebraska, as well as a basic
lesson in water quality. The participants,
ranging from nature center staff to pre-service
and in-service teachers learned how to
incorporate the activity guide into their program
or classroom. Wonders of Wetlands Workshop
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Thank you for taking the time to view my
professional portfolio. I hope it has given you a
better understanding of me, my experiences, and
my love for the environment and teaching.