New England Wild Flower Society - Botany Courses This workshop aims to teach the participants to Class activities will include microscopework, spot testing and current directions of medicinal botany, we will http://www.newfs.org/botany.htm
Extractions: NEW ENGLAND BRYOPHYTES Garden in the Woods, Framingham, MA Wednesdays, April 23, 30, 79 p.m. Saturday, May 3, 9 a.m.3 p.m. The bryophytes (mosses and liverworts) are fascinating, diverse and hardy little plants. Participants will learn about bryophyte anatomy, biology, and ecology. Evening classes will include an overview of common New England bryophyte families, the bryophyte life cycle, use of dissecting microscopes, specialized terminology, and an introduction to identification keys. The Saturday class will include a field trip near Garden in the Woods and an afternoon laboratory session with dissecting and compound microscopes. Participants should bring a 10x hand lens to all sessions, and a bag lunch to the Saturday session. Handouts will be provided. Instructor: Mary Lincoln, avid bryologist
MIST Modeling Intermediate Science Teaching The use of activities to teach science is not The constructivist perspective is morethan just activities. maplecopters activity in the botany section, for http://www.owu.edu/~mggrote/mist/importance.html
WBTPL KidWEB - Books To Read: Science Projects on such topics as seismology, botany, environmental sciences Science Fairs IdeasAnd activities, Gr. Suggestions for wacky inventions that teach about mechanics http://www.wblib.org/kidweb/books2read/bklist_scienceprojects.html
Inclusive Curriculum: Science And Technology teach and expect all students to know how These activities explore nature, the environment,scientific concepts an introduction to herbology and botany the key http://www.oise.utoronto.ca/~cwse/inclusive/sci.htm
Extractions: General Strategies for Teachers Use tools as part of problem solving strategies relating to "construction" activities across the curriculum in all areas, including family studies and the arts. Be conscious of yourself as a role model. If you are a woman, do you try to repair something yourself first, or do you immediately call upon a male to fix it? If you are a man, do you involve women in technology related tasks? Use "kitchen" chemicals in experiments. Develop cooking activities and examples from household activities to teach concepts relating to physical properties, heat, and energy. For younger students have a technology area where boys and girls work with tools. Promote technical literacy by fostering awareness and understanding of materials, tools, and processes. Use pastel coloured construction toys as a way to encourage young girls to build, design, and reconstruct. Affirm that it is all right for boys to use pink toys. Teach and expect all students to know how to operate tape recorders, record players, computer, filmstrip projector, CD player, VCR, CD ROM, etc.
Buildings That Teach Buildings That teach. to the larger studios are niches for different activities,including a are thus able to experience land stewardship, botany, ecoliteracy http://www.glef.org/buildings.html
Extractions: Credit: Max Seabaugh Buildings That Teach by Anne Taylor The way a school is designed and used has a profound impact on the way students learn. A growing number of communities throughout the country are building schools of the future that feature indoor spaces to accommodate a variety of learning styles and activities, as well as outdoor areas that feature gardens, exercise areas, and more. The Indoor Learning Environment In state-of-the-art learning environments, classrooms with straight rows of desks and a teacher lecturing in the front are gone. Instead, the indoor spaces of the school are carefully planned to encourage learning and support the developmental needs of the whole person. They consist of places for students to engage in applied hands-on inquiry, problem solving, group work, discussions, presentations, and reflection. The school building itself is carefully designed to stimulate curiosity and serve as an instructional tool. The architecture embodies concepts of math, science, social studies, and art that used to be found only in textbooks. Mechanical equipment for the heating and cooling systems of the school is visible, so students can study how it works. Exposed structural elements such as beams, trusses, and columns demonstrate principles of geometry, physics, and design. Walls, floors, and furnishings feature large-scale maps, murals, and timelines that prompt wonder among younger children and reinforce learning for older students. Hallways are no longer barren corridors, but display artifacts, cultural objects, student artwork, and scientific inventions. The "eatery" is foodssome grown on school groundsare served family-style, promoting communication between adults and children.
Teacher Academy Links http//mcintosh.botany.org/. created this site full of interesting facts, educationalgames, experitments, and other activities which teach young students http://www.mansfield.ohio-state.edu/~dkramer/Teacher_Academy_Links.htm
Extractions: Teachers Academy Links Participants in the Teachers Academy were asked to select links that they found useful for plant units in their K-8 schools. In addition to selecting the links the teachers had to write a brief description of the site with clues as to the ways the site might be used by teachers and/or their students. Some sites are listed under more than one category if they have multiple resource types.
Extractions: Biology Curriculum: Info Comp Matrix Excel file Biology Info Comp Project Instruction Home Biological Sciences Dept. ... Microbiology Course Std (categories) Greensheet activities listed or suggested General Requirements Biology 1: Plant Biology Standards 1-5 See also detailed sheet. Standard 1 Students need to determine what kind of CO2 study to pursue (Standard 1.1 - students define the problem. Standard 2 "Students retrieve information through database searches" - (no training or instruction in this, but assignments require it) Standard 3 Standard 3.3, 3.4 - students analyze data collected and synthesize results with information from earlier studies//Standard 3.6 - group discussion of research results//Standard 3.7 - students need to determine if the data that they have gathered will allow them to completely answer the question or if more information is needed. Standard 4 4.1, 4.3 New and prior knowledge integrated into research report // 4.2 - students sometimes need to revise either or both the experimental design and the end product (report) Biology 2: Animal Biology General statements "In lab you will often work in teams to collect, organize and interpret information. This is the usual way in which biologists and health care professionals work so that these activities are as close to real life experiences as possible"
Extractions: Glossary Administrators Persons who provide academic or operational leadership beyond the classroom in any educational institution from kindergarten to grade 12 and at colleges and universities. Curriculum A set of experiences designed to help students to learn a body of concepts and supporting skills and knowledge; usually includes consideration of learners' experiences and understanding, current level of awareness, and factors likely to enhance their learning. Emphasis depends on context. In the context of a school district or set of districts, such as a state, curriculum can be the body of learning that the schools provide for students. The conceptual framework and program themes are identified using suggestions for connecting the curriculum at various grade levels and in various subject contexts. In the context of a teacher in an individual classroom, curriculum refers to specific concepts to be taught. In addition to concepts to be learned, the classroom curriculum will offer specific experiences to illustrate these concepts, opportunities for data collection to verify them, student-assessment materials and activities, and suggested experiences to augment conceptual understanding. A complete curriculum guide includes resource lists of laboratory and instructional technology, materials, and local field trips. Educator A person involved in assisting others to learn at any level of the educational system.
Activities For Teachers Abbott Fiction Mathematics, geometry Looking for a creative way to teach math? uponmany topics such as climate, mountaineering, search and rescue, botany, etc http://wildlink.wilderness.net/activityzonedirectory/readinglist.html
Extractions: At the WildLink Teacher Expedition in June 2002, Beth Pratt, Vice President of the Yosemite Association and a published author gave a talk about writing across the curriculum. Many of the teachers requested her reading list and a synopsis about her take on creative science writing. Here it is! For more information on Beth's latest works, visit her website at www.bethpratt.com Creative Science Writing Once upon a time Beth Pratt Suggested Reading for Students: Angle of Repose, Wallace Stegner
#!Parentsroom Bookstore - Nature/Outdoor Activity Books botany for All Ages Discovering Nature Through activities for Pails Over 100 Funand Easy Nature activities for Families and teach; Nursery Nature http://www.parentsroom.org/nature.htm
Extractions: Here is our collection of Nature/Outdoor Activity books from Amazon. If you have any favorite books from this category that you would recommend to others, please let us know. We'd love to print your "review"! Please send all reviews and requests to Parentsroom@webwhiz.net. 52 Nature Activities (52 Series) ; Lynn Gordon; Calendar; $8.95 Botany for All Ages : Discovering Nature Through Activities for Children and Adults ; Jorie Hunken; Paperback; $15.26 Ecology for All Ages : Discovering Nature Through Activities for Children and Adults ; Jorie Hunken; Paperback; $15.26 Exploring Nature in Winter : A Guide to Activities, Adventures, and Projects for the Winter Naturalist (Naturalist's Bookshelf) ; Alan M. Cvancara, Daniel F. Richards; Paperback; $16.16 The Kids' Nature Almanac : Great Outdoor Discoveries and Activities for Parents and Children ; Alison Smith, Jennifer Harper; Paperback; $11.70 The Kids' Nature Book : 365 Indoor/Outdoor Activities and Experiences ; Susan Milord; Paperback; $11.65
Financial Support - Department Of Botany - Miami University assistants are assigned to teach laboratory sections assist various faculty membersin research activities. consistently among the largest botany programs in http://www.cas.muohio.edu/botany/bot/fs.html
Extractions: Botany Dept., Miami University, Oxford, OH 45056 USA The stipends for continuous, year round registration in the 2002-2003 year are $13,906 for Master's students and $14,437 for Ph.D. students. Instruction fees (currently $3,286 per semester) are waived for the academic year. Half of the University fees, which totals $1,312 for the academic year is also waived. The required health-and-accident insurance premium (currently $624 per year) is not waived. The general fee and insurance premium are subject to increase, as are stipend amounts. Supplemental Graduate Academic Achievement Scholarships of $5,000 are available from the Graduate School for outstanding applicants. These scholarships are allocated on a competitive basis and are non-renewable. Graduate students may apply to our department's Academic Challenge Grant Program, whereby students write NSF-format short proposals for consideration by a panel of faculty that meets twice a year. Students can access up to $2,000 per proposal for virtually any legitimate research need and in doing so not only acquire funds for their own work but also gain valuable experience in grant writing. We spend over $25,000 in departmental funds each year on graduate student research projects. Additional grants for field research trips are also available. In addition, we feel that attending scientific conferences and presenting your work at national and international meetings is essential. To assist you in this effort, our policy is to provide at least $250 per meeting in departmental support to you if you are presenting a national/international paper, and $100 per meeting if you are attending and not presenting. Miami Botany graduate students annually present some 30-40 abstracted papers and we expend over $8,000 per year in meeting support.
CTE: Large Class - Master Teachers interests in teaching activities have continued to grow. I currently teach in bothBiology 201 and Biology 202 (large introductory classes), botany 308X (plant http://www.cte.iastate.edu/fellowships/teachers.html
Extractions: I left Madison (with no small amount of regret) to accept a faculty position at Colorado State University. I established a small research program in plant molecular biology there and began teaching in large introductory biology and botany classes. I found the large lecture setting to very challenging, but also very intriguing. After three years at Colorado State I found myself with the opportunity to return to Iowa State as a member of the Department of Botany. I accepted the position, returning to the Iowa State campus with my spouse and two young children in the fall of 1988. As with many new faculty members, I found my time mostly occupied by the challenges of establishing a research program, obtaining research grants, advising graduate students, preparing manuscripts for publication, etc. At the same time, I was asked to teach in large lecture format botany and biology classes. The first indication that I might have a somewhat different perspective than many of my colleagues was when I found myself wishing that I had more time to spend on my classes. My interests in teaching activities have continued to grow. I currently teach in both Biology 201 and Biology 202 (large introductory classes), Botany 308X (plant biology for pre-service teachers), participate in a web-based version of Biology 202, serve as a faculty coordinator for Biology 201L and 202L (the laboratory courses that accompany Biology 201 and 202). I also organize and coordinate the service-learning component (the "Skunk River Navy") of the Biology Learning Community ("BEST"), and serve as the chair of the Biology Curriculum Committee.
Iowa State University: EEOB I was asked to teach in large lecture format botany and biology classes. My interestin teaching activities has continued to grow. I currently teach in both http://www.iastate.edu/~eeob/faculty/JimColbert/JimColbert.html
Extractions: I left Madison (with no small amount of regret) to accept a faculty position at Colorado State University. I established a small research program in plant molecular biology there and began teaching in large introductory biology and botany classes. I found the large lecture setting to very challenging, but also very intriguing. After three years at Colorado State I found myself with the opportunity to return to Iowa State as a member of the Department of Botany. I accepted the position, returning to the Iowa State campus with my spouse and two young children in the fall of 1988.
1997/98 SERVICE LEARNING PROJECTS @ MALCOLM SHABAZZ CITY SCHOOL books using the child's favorite animal, color and activities. Then teach the contentof the FACT Program to botany Working as a team we assisted with brush http://www.madison.k12.wi.us/shabazz/slcls98.htm
Extractions: This required class for all new students is an orientation to Shabazz. Students are involved in group building activities, analyzing learning styles and discussing school policies. In addition students study two other topics: conflict resolution and the life, work and values of Malcolm X, for whom the school was named. Shabazz students then teach the two units to 6th graders who share the building. It has been fascinating to watch students, who have been alienated from school suddenly find themselves in the role of teacher. Students from this class take responsibility for being the spokes-people for Shabazz to the wider community. They are involved in such activities as: 1) explaining our Non-Harassment Policy to students and staff at a new alternative Middle School in Verona, 2) presenting goals and values of our Service-Learning program to parents and community groups and 3) recruiting prospective students by making presentations throughout the community. In addition, they redesigned the cafeteria on a model of a coffee shop,improving the atmosphere.
Library.antiochne.edu/CEE/ERFOREST.TXT activities; NaturalResources DE *botany-; *Conservation-Environment Here they presentactivities for examining the AU Bell,-Dennis TI teach the Children Well http://library.antiochne.edu/CEE/ERFOREST.TXT
Epinions.com - A Penny A Day Home Schooling! beginners course Learn How to teach Library Skills. dozen printouts, puzzles, games,and other teaching activities! class on Plants and botany, various History http://www.epinions.com/content_2965938308
Extractions: When learning, or schooling with online courses, you will find many, which are free to minimal fees, up to ridiculously expensive. The higher costing ones do not always contain the best information. Many do not meet state standards, or come remotely near them. In many cases, it is the less expensive course, taught by someone with a passion for teaching it, which will be a deeper learning experience in the end. Here is an example of a years worth of curriculum with online learning courses for less than a hundred dollars!. The following classes would contain (in most states guidelines), the full curriculum needs for the elementary student. Each class is informative, fun, and exciting! You will be led to new and wonderful adventures on the internet, teaching you and your child where to find safe learning. Incorporated into each course are age and skills level adjustments, covering most topics and subjects. They are well-rounded unit studies.
Quick Resource Type Search Record Naturalist Programs and activities Old Mill Tour Slides- Exhibit/DisplayTopics botany - History- Prairies fun, informative way to teach about paper http://www.seek.state.mn.us/sb_type.cfm?type=Slides
DEPARTMENT OF BOTANY, AGROECOLOGY AND CULTURAL PRACTICES task of the Department is to teach the students general knowledge in science of botanyand how Basic research activities drought resistance mechanisms in crop http://www.agrifaculty.bg.ac.yu/departments/cropsci/chair-bac.htm
Extractions: Department ... of Genetics, Plant Breeding and Seed Production DEPARTMENT of botany, agroecology and cultural practices The main task of the Department is to teach the students in Botany, Agroecology, General Principles of Crop Science, Field Crops and Vegetables, Crop Science, Weed Science. Courses are designed such that graduate understands the basic principles of crop production, ecological basis of food production, general knowledge in science of botany and how food producers can make safe food for consumption. Basic research activities: drought resistance mechanisms in crop plants, use of molecular markers in crop stress physiology, the effect of stress factors (drought and salt) on plant growth and morphology, (S. Pekic
Frontiers: The Interdisciplinary Journal Of Study Abroad to force the science educators to teach or otherzvise and structured science is beingtaught, activities and opportunities four years of botany four years of http://www.frontiersjournal.com/back/three/okel.htm
Extractions: OCHONG O'KELO Introduction S C I E N T I F I C F A C TS and principles are basically culture free; but their interpretation, teaching, and application are not always necessarily free of culture. In addition to this general intranational cultural milieu, there are those whose chosen beliefs are either contradicted or threatened by scientific methods, facts, and theories and, therefore, seek to force the science educators to teach or otherzvise include such beliefs in the teaching of science. Given the past track records of such beliefs and science, there is no doubt that science will ultimately triumph. This paper briefly presents the structure and organization of science education from preschool (preprimary) to university level. It also addresses such sociocultural issues as religion and acceptance or resistance to science by the Kenyan society. Organization and Structure of Science Education in Kenya Science education is currently broadly srructured as follows: three years of preschool (preprimary) eight years of primary school science four years of secondary / high school science four years of university (for basic bachelor of science degree) PRESCHOOL SCIENCE Science education begins in preschool as a diffuse, amorphous introduction of simple scientific concepts through informal but guided activities. The role of the teacher, at this stage, is to provide the facilities and an environment that promote informal exploration and experimentation during class activities.
Lewis And Clark ModernStudies/HumSocSci/lc94/Section3/Phase2/Scientific/botany/botany.html. What othersignificant activities were happening in Use it to teach grammar lessons. http://hometown.aol.com/MomCaroe/LandC.html
