Western Washington University
Scott Linneman is Professor of Geology and Science Education at Western Washington University. His 'geology side' teaches Geomorphology, Earth Materials and Slope Stability classes and studies landslides in western Washington. His 'education side' teaches Earth Science and practicum classes for pre-service elementary teachers and studies how college students learn geoscience concepts.
Materials Contributed through SERC-hosted Projects
Unit 1: How Do the Methods of Geoscience Compare with THE Scientific Method? part of Exploring Geoscience Methods with Secondary Education Students
This activity introduces geoscientific thinking to a primarily non-geoscience audience. This is the introductory activity of a module designed for pre-service secondary science teachers in a secondary science teaching methods course. Initially, students explore their conceptions of the scientific method. Through readings and discussion, the activity attempts to broaden the students' view of the nature of science by showing how geoscience methods differ from stereotypical experimental science. This introductory activity uses a seminar format (writing/reading/discussing/writing).
Unit 3: Discovering Curricular Resources and Teaching Interdisciplinary Lessons that Incorporate the Methods of Geoscience part of Exploring Geoscience Methods with Secondary Education Students
This unit provides pre-service teachers in methods courses with resources for teaching geoscience content and utilizing the methods of geoscience. Pre-service teachers will prepare an annotated bibliography of instructional resources in the areas of geology, meteorology/climatology, oceanography, and astronomy. They will select one of these resources and prepare a full lesson plan based on the resource that emphasizes the methods of geoscience and also incorporates interdisciplinary material from either biology, chemistry, physics, or the social sciences.
Unit 2: Climate Change, After the Storm part of Exploring Geoscience Methods with Secondary Education Students
The goal of Unit 2 is for students to apply what they learned about the methods of geoscience to complete an authentic and data-rich, lab-based activity to address the following problem: "To what extent should we build or rebuild coastal communities?" Students collect, organize, and analyze spatial and temporal data (e.g., changes in sea level, ice sheet coverage, and intensity of tropical cyclone data) and visualizations (temperature forecast models under various CO2 emissions scenarios). Students also read a scientific summary report from the Intergovernmental Panel on Climate Change (IPCC). Using these sources, students identify relationships from the multiple converging lines of evidence to write an evidenced-based position paper to respond to the above problem.
Activity 2.1: The Issue part of Exploring Geoscience Methods with Secondary Education Students
Activity 2.1 motivates and engages students through the issue of climate change in a socioscientific context. This activity first assesses students' prior knowledge and then familiarizes students with a data-rich, interdisciplinary exploration of the human impacts of global climate change by watching a video about climate change, analyzing CO2 and temperature data, and critically reading an editorial about Hurricane Sandy.
Activity 2.2: Issue Investigation part of Exploring Geoscience Methods with Secondary Education Students
During Activity 2.2, students download, organize, and analyze geoscience data sets of sea level trends, terrestrial ice sheet trends, and intensity of tropical cyclones as well as forecast models of atmospheric CO2 and temperature trends and sea level rise. Students utilize the methods of geoscience such as systems thinking and using multiple lines of evidence to determine possible relationships and feedbacks among the data sets. Students use this data to construct their argument from evidence for a position paper in Activity 2.3.
Activity 2.3: Constructing the Argument part of Exploring Geoscience Methods with Secondary Education Students
In Activity 2.3, students make an argument from evidence to address the problem: "To what extent should we build or rebuild coastal communities?" Students work as a team to complete a graphic organizer. This task helps them organize an evidence-based position paper. Each student writes his or her own position paper.
Using Topographic Maps part of Cutting Edge:Geomorphology:Activities
Group exercise requires students to use topographic maps to try to answer three local geologic problems involving alluvial fans, alpine glaciers and coastal landscape.
Data, Accuracy and Precision part of Cutting Edge:Geomorphology:Activities
This first lab exercise requires lower-division geomorph students to generate and compare three topographic data sets for a small feature on campus.
Observations and Measurements for Understanding Isostasy part of Teacher Preparation:Resource Collections:Activities
This sample is the second of five learning cycles in the Investigating the Flow of Matter and Energy in Earth Systems curriculum. The sample is a sequence of activities starting with elicitation of the student's initial ideas about making observations of Earth processes, activities leading to a functional understanding of density and buoyancy, and finally application of these ideas to isostacy and global topography. Learn more about the course for which this activity was developed.
Accuracy, Precision, and Topographic Data part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
In this field/lab exercise, geomorphology students collect topographic data about a small landform using three different methods and critically compare their accuracy and precision. Students produce three topographic maps and write a short report describing their results and analysis.
Geomorphology part of Cutting Edge:Course Design:Goals Database
Five-credit (quarter system), field-oriented course in geomorphology that emphasizes locally observable (and measurable) geomorphic processes: rivers, hillslopes, mass wasting, glaciers.
Western Washington University: Investigating the Flow of Matter and Energy in Earth Systems part of Teacher Preparation:Resource Collections:Courses
This course is an inquiry-based survey of Earth Science designed to give a basic understanding of the energy transfers occurring in solid Earth and the processes by which they occur. The course has no lectures and involves small group work, large group discussions and extensive reflective writing. For Dr. Linneman's reflections on the course and its design, see Investigating the Flow of Matter and Energy in Earth Systems: Role in the Program.
Should we teach how to cope with uncertainty and incomplete data? part of Integrate:Workshops:Teaching the Methods of Geoscience:Essays
Should we teach how to cope with uncertainty and incomplete data? Scott Linneman, Geology, Western Washington University For many years I have introduced plate tectonic concepts to students using the Discovering ...
Other Contributions (3)
Geomorphology part of Integrate:Workshops:Teaching the Methods of Geoscience:Course Supplement Collection
Scott Linneman, Departments of Geology and Education, Western Washington University.This page is a supplement to the original course description found hereShort description of the course:Five-credit (quarter ...
Landsliding in NW Washington - Tectonics, Bedrock, Mass Wasting, Stream Aggradation, Flooding and Asbestos Exposure part of Vignettes:Vignette Collection
Scott Linneman Western Washington University Location Continent: North America Country: USA State/Province: Washington City/Town: Everson, Nooksack UTM coordinates and datum: none Setting Climate Setting: Humid ...
Theme Group 3: Earth Science for Elementary Teachers - Course Design part of Teacher Preparation:Workshops and Activities:Workshop 2007
Group Members, Course Names 1. Lydia K. Fox, Earth System Science 2. Scott Linneman, Investigating the Flow of Matter and Energy in Earth Systems 3. Matt Nyman, Physical Science 4. Rebecca L. Dodge, Life and Earth ...