Field-Oriented Learning for Earth Science Teachers Tim Lutz, Dept. of Geology & Astronomy, West Chester University Introduction Teaching Environmental Geology (ESS536) is a core course for students in the Master of Arts in Physical Science program at West Chester University. The students are typically in-service middle- or high-school teachers, and the main objective of the course is to “provide resources and strategies for teachers.” However, the students’ prior exposure to geology and earth science varies: some students have little background. Thus, they must learn the basics of environmental geology as well as considering how they can best teach the subject. Within the broad field of environmental geology the course focuses on subjects related to the hydrologic cycle, which offer multiple opportunities to develop interdisciplinary connections and real-life applications, which are features of the M.A. program. These subjects also offer multiple connections to PA’s academic standards for science and environment education. On-campus field experiences and longer field trips provide opportunities for the teachers to learn by actively engaging in inquiry and by practicing process and problem-solving skills; simultaneously they develop the practical experience and knowledge that will allow them to transplant the activities to their own schools. The course is taught in ten 4.5-hour periods during a five-week summer session to provide sufficient time, daylight, and warm weather. The students see the campus as a microcosm in which the hydrologic cycle, watersheds and streams, erosion and deposition, and storm-water management can be studied. Through on-campus activities they become familiar with methods, materials, and logistics, and immediately begin to envision how it might be done at their school. Longer field trips may visit water and sewage treatment facilities, a USGS gaging station, a dam and reservoir, and a landfill. Each activity results in a report which contains two main parts. In the first, the students are asked to reflect on the activity as learners; in the second they reflect on what they have learned as teachers. Learning Goals The objective of this course is to provide resources and strategies for teachers of environmental geology. Students are asked to meet two main learning goals. 1. To learn the principles of geology as they relate to significant aspects of the human environment such as resource use, waste and pollution, and environmental hazards. The course brings these issues into focus via a visible and dynamic part of earth systems– the hydrologic cycle. Water supply, storm water and flooding, water pollution, and erosion/sediment pollution are commonly featured in our local news. 2. To learn how to engage their own students in scientific inquiry by utilizing outdoor experiences. Pennsylvania’s Academic Standards for Science and Technology designate several areas relevant to this goal: unifying themes of science (3.1), inquiry and design (3.2), and earth sciences (3.5), as do the Standards for Environment and Ecology: watersheds and wetlands (4.1), renewable and non-renewable resources (4.2), and humans and the environment (4.8). Context of the field experience  Students in this course are typically in-service middle- or high-school teachers in the Master of Arts in Physical Science program at West Chester University.  The students’ prior exposure to geology and earth science varies: some students majored in geology, others did not and have a limited background.  The course is taught in ten 4.5-hour periods during a 5-week summer session: substantial outdoor activities can be planned, both on campus and off.  Field experiences are designed to take advantage of local and regional features and characteristics which students can plan to use in their own earth science or physical science courses. Contour lines and topography Students begin by studying the rules for contour lines and completing an indoor contour exercise. The outdoor exercise is on campus and involves constructing contour lines on a hill slope and valley. The concept of contour interval can be visualized (left) as can the relationship of the lines to slope and slope direction (right). The effects of topography on runoff are discovered both by applying water and by forming “human raindrops.” Most school campuses in the area have grassy topography, making it easy for students to adapt this activity to their own schools. Monitoring stream flow Students study the concept of measuring streamflow via the continuity relationship. At a small stream a ten-minute walk from campus they estimate streamflow by measuring the stream’s cross-sectional area (left) and speed of flow (middle). Students learn to use Excel worksheets to do the calculations needed to estimate streamflow. Small streams are abundant in the region and this exercise can be adapted for use by the students near their own schools. Observing a local stream over time allows extreme flows to be observed and to be put in context (right), providing a basis for discussing flood risk. This flood occurred during the last week of the course, after the students had done their measurements. The students also learn how to use online USGS streamflow data to complement their measurements and to analyze the hydrologic cycle at the watershed scale. Water supply and dam operations Students study the dams in our region and the purposes they serve. On a field trip to a water supply and recreation dam they learn how the dam operates from a state park ranger (left) and see how some safety features such as the emergency spillway work (right). This dam and two others in our area have staff who can provide information to teachers and give tours of the facilities. Storm water management and problems Students learn about urbanization, urban watersheds, and system models. These come together outdoors in studying the design and operation of detention basins (left) and the problems of erosion and sediment pollution by storm water (right). The students can easily model activities on these experiences because basins and inlets are ubiquitous at schools. Logistics and tools  Most field experiences occur on or near campus; a few require a vehicle.  Tools used outdoors in this course are inexpensive to buy and easy to make.  Long (4.5 hour) class periods and warm weather make the outdoor experiences the course’ centerpiece. Value added by field experience PA’s Academic Standards require that teachers be proficient in science content and engage their students in scientific inquiry. The outdoor setting of the course seems to naturally provide opportunities and motivation for inquiry and active learning. Outdoor activities and venues are selected so that the students can easily adapt them to their own teaching. Evaluation of student learning Students complete a report or write an essay for each major outdoor activity (45% of grade). They reflect on what they have learned based on observations, field notes, photos, calculations, and maps; and they reflect on how effective the activity was in terms of developing and integrating the components of science education in the PA Standards (e.g., unifying themes, inquiry, problem solving). Students put their work into a portfolio and write a final essay (20% of grade) in which they are asked to “develop and present a philosophy of learning and teaching environmental geology, consistent with PA Standards and good practice. From two essays:  ” The course provided numerous activities which can be directly used in my 9th grade Earth Science class... I would like the student to be able to look around their neighborhood and have a better understanding of what is going on in their natural environment and how that environment is being managed.”  “The simple act of taking a class outside often helps the students to incorporate their learning into their long-term memories and into a better understanding of the topic at hand. By taking a class outside you are exposing them to science in action, things that they see everyday could take on a whole new meaning. Outside usually means some type of hands on activity. Many of the activities that we performed in this class could easily be adapted to the high school Earth Science class that I teach.”