Michelle A. Fisher: Using Interactions between Water, Earth's Surface, and Human Activity in Biology for Majors at Three Rivers College
About this Course
16
students
Four 50-minute lectures, one 2-hour lab per week.
Syllabus (Acrobat (PDF) 848kB Aug9 17)
A course designed for biology majors and pre-
professionals covering cell structure and function, the molecular basis of genetics, cellular energy systems, taxonomy, evolution, ecosystems and ecology. Laboratories will include group projects, case studies, and
laboratories related to current topics in biology.
Apply the scientific method using basic scientific terminology.
- Investigate the major disciplines in biology.
- Relate the molecular basis of life to cell structure and function.
- Examine the flow of energy through living systems.
- Assess the interdependence between the biotic and abiotic world.
- Organize living organisms based on taxonomic principles.
In addition, because the group projects and case studies relate to real world problems, students may take BIOL 190: Biology for Majors to satisfy credit for the Valuing General Education course requirement.
Over a 6-week period, I incorporated the "Interactions between Water, Earth's Surface, and Human Activity" module into the ecology section of my Biology for Majors course to allow students to assess the interdependence between the abiotic and biotic world. Through use of the module, the study of geosciences was connected to the study of ecology and to the grand challenge of river flooding that occurs in our region. Data bases were integrated to enhance quantitative activities to improve student understanding of nature in addressing real-life economic, societal, and political issues. The module allowed students to construct their own understanding of the behavior of rivers through the use of stream tables and real streamflow data, engage in a data-rich activity, and analyze streamflow and precipitation data. The module was adapted to include appreciative inquiry to learn of stories of experiences of impacted stakeholders and to apply their knowledge to empower students to take on leadership positions within their local community as the community rebuilds in response to record flooding that occurred as the module was being incorporated.
As the "Interactions between Water, Earth's Surface, and Human Activity" module was incorporated into my Biology for Majors class, students developed a deeper awareness of discovering they are a part of their communities and felt more empowered to find and share their voice as our communities rebuild after record flooding occurred in our area coincidentally during the time the module was being implemented.
My Experience Teaching with InTeGrateMaterials
Record flooding occurred in our area during the implementation of the module. Because many of my students were affected by the flooding, I had considered not completing the module. Because of the display of the community pulling together in solidarity, however, I then focused on my goal of the project: to build scientifically knowledgeable students that could use appreciative inquiry in their communities to serve as leaders in facing grand challenges. The final reflective aspect that I added allowed students to put pieces together, connecting scientific knowledge to serving as agents of change, and to develop habits of mind that will prepare them to make informed judgments in personal, professional, and civic life. Class cancellations presented the challenge of being able to complete the module prior to the end of the semester, so explanation of materials was modified to be taught on Blackboard.
Relationship of InTeGrate Materials to my Course
The Biology for Majors course is a 5 credit course offered during the Spring semester. The class meets on Tuesdays and Thursdays from 8:00 AM – 10:45 AM (four 50-minute lectures, one 2-hour lab per week). The module was incorporated into the ecology section of the Biology for Majors course over a 6-week period at the end of the semester. Because the group projects and case studies relate to real world problems, students may take BIOL 190: Biology for Majors to satisfy credit for the Valuing General Education course requirement, the module materials were referenced at the beginning of the course and within the syllabus to allow students to know that the module included materials that would count toward the course ecology project.
Interactions between Water, Earth's Surface, and Human Activity - This module focuses on water and its importance to humans using Google Earth images of stream profiles in different climates, and with real river flooding data sets.
Preparatory Activity: Initial Ideas
- Unit 1: Hydrologic Cycle
- Unit 2: Fluvial Processes that Shape the Natural Landscape
- Unit 3: How Streams Change
- Unit 4: Hazards from Flooding
Units 1-4 provided a geoscience-based (abiotic) foundation. To transition into the biotic, I modified the module by substituting Unit 5: Linking Processes Driven by Internal and External Energy Sources with an exploration of the biological, economic, societal, and political aspects of wetlands in our region, and their role in flood prevention. Additionally, Appreciative Inquiry was utilized in unit 5 as an approach to develop student's abilities to address the interdisciplinary challenge of flooding in our area.
Unit 1: Hydrologic Cycle
- The entire lesson was implemented as written.
- Read through the module to locate all supplies that will be needed for the hands-on activities. I had glanced over the lists and saw that most supplies were easily obtainable, but ran into a few glitches along the way. Unit 1, Part 2 involves the use of 2-liter soda bottles to create a model to demonstrate evapotranspiration, condensation, and precipitation. Sounds easy enough, however, all of the lecturing about nutrition over the years has worked and nobody had 2-liter sodas bottles so we attempted to substitute juice containers. These did not create the needed seal, so the demonstration was repeated with smaller water bottles that students had readily available.
- I found that more time than was stated was required for completion of the activities in Unit 1. Setting up the water table for the first run involved adding too much sand/clay than was stated in the directions. Instead of measuring, students used all the clay/sand mixtures on the lab cart, assuming it was the amount to use. With the set up being my first experience as well, I did not catch the error until after the disposable roasting pans had bent and so new ones had to be used. I would also suggest ordering the stream table kit listed in the module because the weight of the wet sand and clay caused the tray to bend. We did get a few laughs out of the experience.
Unit 2: Fluvial Processes that Shape the Natural Landscape
- The entire lesson was implemented as written.
- Heavy rain during the final weekend of April and in the first week of May 2017 lead to record flooding the Midwestern United States. Class cancellations of an entire week presented the challenge of being able to complete the module prior to the end of the semester. Because a few students had lost their homes to the flooding, I had considered not completing the module in light of students having enough experience with flooding. I then focused on my goal of the project: to build scientifically knowledgeable students that could use appreciative inquiry in their communities to serve as leaders in facing grand challenges. Because we had lost so much class time, I had to modify my teaching. Instead of explaining and demonstrating face-to-face, I created learning modules on our Blackboard LMS for Units 2-4. I uploaded a map of the Mississippi River collecting system for students to answer Unit 2: questions in regards to identifying and describing the physical characteristics associated with the collection, transport, and deposition zones in the river system.
- Because we could not physically meet to create a scale model of a fluvial system and describe the processes of erosion and deposition of sediments, I uploaded a YouTube video: Landform Stream Table Deposition SLOPE (https://www.youtube.com/watch?v=T4n7vL3o2WA), which best demonstrated the stream table activity that would have been completed in class, allowing students to observe how stream velocity affects weathering, erosion, and size of sediment particles transported and deposited in a river system.
Unit 3: How Streams Change
- The entire lesson was implemented as written.
- Google Earth is required during Unit 3 to describe river systems. To be able to utilize all tools within Google Earth, the full version is required and must be downloaded onto a computer. Smartphone apps or using the Google Earth website will not provide the needed tools to be able to answer the unit questions. Because I was able to download easily on my own laptop, I assumed there would be no glitches on other computers. Make certain to have Google Earth downloaded prior to assigning the unit. Many students were unable to download the program onto their own laptops. When classes resumed and I became aware of the problem, I was unable to download Google Earth onto the laptops within my classroom because I was unable to quickly receive the needed administrative password to be able to download the program.
Unit 4: Hazards from Flooding
- The entire lesson was implemented as written.
- Students examined hydrologic data from a river in our area and identified ways in which precipitation and stream discharge influence flooding and the impacts of flooding on nearby human societies. The final product of the unit was the production of a brochure, which required students to summarize the hazards associated with the flooding of a local river. Here, students described historic flooding and assessed ways the local community could mitigate the risks associated with the flooding. Because my students experienced flooding, the creation of the brochure allowed students to develop a scientific understanding of what was occurring. This allowed students to utilize data sets as tools to better understand real-world problems.
- With its goal of describing that flooding is periodic and probabilistic, caused by short-term and annual meteorological factors, I felt that Unit 4 in particular was most useful for students in developing a scientific understanding of the flooding that was occurring and better evaluate the impact of the flooding on ecosystems and human society.
Unit 5: Linking Processes Driven By Internal and External Energy Sources
- Because knowledge of rock cycle, plate tectonics, and isostasy was needed for Unit 5, I substituted alternative assignments to tie the geosciences into ecology with an exploration of the biological, economic, societal, and political aspects of wetlands in our region, and their role in flood prevention.
- In addition, Appreciative Inquiry was utilized as an approach to develop student's abilities to address interdisciplinary challenges. Appreciative inquiry (AI) is an innovative approach to Problem Based Learning (PBL) that shifts away from traditional problem solving. Instead of looking for aspects that are problematic, students value strengths and affirmative influences. Appreciative Inquiry was used as an approach to create a transformative awareness of sustainability to lead biological science students to contribute to civic engagement. Appreciative Inquiry allowed students to utilize their previous knowledge and experience while incorporating new knowledge to evoke stories of solidarity and resilience and affirm a vision of a positive, sustainable future after the region experienced record flooding.
- Students then reflected over the unit modules and supplemental activities through a series of Appreciative Inquiry questions.
Assessments
In Unit 4, students examined hydrologic data from a river in our area and identified ways in which precipitation and stream discharge influence flooding and the impacts of flooding on nearby human societies. The final product of the unit was the production of a brochure, which required students to summarize the hazards associated with the flooding of a local river. Here, students described historic flooding and assessed ways the local community could mitigate the risks associated with the flooding. Because my students experienced flooding, the creation of the brochure allowed students to develop a scientific understanding of what was occurring as they utilized data sets as tools to better understand real-world problems, allowing students to be able to explain to their families and friends the nature of flooding. Through their final reflections, students expressed an appreciation for being able to apply their learning within the classroom as it relates to real world challenges.
Outcomes
Through the use of data bases, the module allowed students to connect the geosciences to the study of ecology and to the grand challenge of river flooding that occurs in our region, meeting my goal of improving student understanding of nature in addressing real-life economic, societal, and political issues. From the reflective piece, I discovered the deep connection students have to the Ozarks region of Southeast Missouri. Many expressed their love for the outdoors of the region, and despite the setback caused by flooding, there seems to be a deeper sense of responsibility to rebuilding the communities as students find their voice to utilize their scientific knowledge to offer innovative ideas for rebuilding the area.
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