Review exercise for introductory Environmental Science course

Louisa Bradtmiller

Dept. of Environmental Studies, Macalester College

This activity is part of the On the Cutting Edge Peer Reviewed Teaching Activities collection. (view details)

This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are

Scientific Accuracy
Alignment of Learning Goals, Activities, and Assessments
Pedagogic Effectiveness
Robustness (usability and dependability of all components)
Completeness of the ActivitySheet web page

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Initial Publication Date: March 31, 2010 | Reviewed: July 30, 2015 (see revision history: 2 events)

Summary

This activity could be used toward the end of an Introduction to Environmental Science course (or something similar) as a way to help students review for the exam, and also to make sure they are able to see the connections between the different sections of the course.

Environmental Science | College Introductory

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Context

Audience

Introduction to Environmental Science. This is an undergraduate required course in Environmental Studies, and also fulfills a college-wide science requirement.

Skills and concepts that students must have mastered

This is a review activity, so it assumes a large amount of prior knowledge about the topics discussed.

How the activity is situated in the course

I use this on the last day of class as a wrap-up, and to help study for the exam.

Goals

Content/concepts goals for this activity

Understanding the large-scale connections between several topics covered in the course.

Higher order thinking skills goals for this activity

Synthesis of ideas.

Other skills goals for this activity

Working in groups

Description of the activity/assignment

Students brainstorm in groups about specific topics covered in an introductory course, and then work together as a class to discuss the relationships of those topics to each other.

Determining whether students have met the goals

I look for active participation during the activity and ask questions after groups have shared their brainstorms to solicit more complete and specific ideas.

More information about assessment tools and techniques.