This website provides access to lesson plans published by the Evolution and the Nature of Science Institutes (ENSI). Based on 32 key ideas of scientific thought, the ENSI program emphasizes the importance of teaching the nature of modern science before introducing the elements of evolution as an example of modern scientific thinking. This website features lessons in three categories - the nature of science, the origins of life, and evolution. Lesson plans are organized into eight sections including an overview of concepts and objectives, logistics such as time, materials, and teaching preparations, and ready-to-use handouts and worksheets for students. These lessons are intended for use in any high school biology course, and may also be used in middle school and/or lower division university courses depending on slight modifications and the experience and level of students.
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Students studying linguistics and other language sciences for the first time often have misconceptions about what they are about and what they can offer them. They may think that linguists are authorities on what is correct and what is incorrect in a given language. But linguistics is the science of language; it treats language and the ways people use it as phenomena to be studied much as a geologist treats the earth. Linguists want to figure out how language works. They are no more in the business of making value judgments about people's language than geologists are in the business of making value judgments about the behavior of the earth. But language is a cultural phenomenon and we all have deep-seated, cultural ideas about what it is and how we ought to use it, so knowing where to begin in studying it scientifically is not a trivial matter at all. Issues arise that would not if we were geologists figuring out how to study earthquakes or the structure of the earth's crust. For this reason, before we dive into the study of language, we will need to examine some of the biases that we all have concerning language and to set some ground rules for how we are going to proceed. Because there is more than one way to begin, it will also be useful to establish a basic stance to guide us. Finally, because human language is an enormously complex subject, the book will focus on a narrow range of topics and themes; there will be no pretense of covering the field in anything like a complete fashion. This first chapter is designed to deal with these preliminary issues. But first, you will need to know about the various conventions that I will be using in the book.
This is an 8 week experience for the college student that begins by setting a learning context through using library resources, especially online databases, for locating images and art that reflect a chosen research topic and creating a mural that demonstrates the students’ comprehension of the chosen topic. The experience includes conducting research on 3 significant events or people in women’s US history. The written research will be accompanied by images or art that the student has chosen (described) as reflective of, or related to the researched event or person. In order to determine the students’ level of information literacy, the research will include a detailed description of how the students located the images. The students will also draw or describe a personalized sketch of one of the researched events or people. The culmination of the research is the design and painting of a collaborative mural depicting the students' research topics.
This Reusable Learning Object (RLO) was created out of the desire to infuse university courses with information literacy or research activities. A traditional research project on significant events or people in history is enhanced with the discovery and analyzing of art and images within the context of history. Analysis not only includes written text but the painting of a mural. The RLO is structured in a way that allows for easy replication and alteration to a variety of subjects and learning levels.
This kit contains all the documents needed to replicate the activity, "Indianapolis in Maps: Now and Then" which is a 1-2 hr. program that introduces learners to the benefits of maps as tools for discovering a city’s (and its people’s) history. Using map navigation skills, participants will be provided with a list of well-known present day landmarks in Indianapolis. They will locate these sites on a current map of downtown Indianapolis and using the information found here (addresses, street crossings, site surroundings) locate the same site on the Sanborn Fire Insurance Map from 1887 or 1898. Some landmarks will be the same, showing learners that many present-day landmarks in Indianapolis existed over a hundred years ago. Participants will also find that many of the same buildings still exist but that they are now used for different purposes. And finally the class will also find that some areas of downtown have completely changed their look and purpose. In addition to finding the specific landmarks listed the participants are also encouraged to explore the maps in-depth (especially the older maps) and record anything that stands out to them, is interesting. While students will work in groups or individually on the formal worksheet activity, the class will come together at the end to share their discoveries and what these discoveries might infer about the city, its people, and its history.
Founded in 2001, the Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. Our peer reviewed Journal promotes SoTL investigations that are theory-based and supported by evidence. JoSoTL's objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base. The themes of the Journal reflect the breadth of interest in the pedagogy forum.
Time lapse movies of plant growth from germination to flowering, including tropic responses, nastic movement and circadian rhythms.