OKLAHOMA STATE UNIVERSITY
CIED 4560.606: Yellowstone Science
Summer 2015
Instructor:
Office:
Phone:
E-mail:
Office hours:
Dr. Julie Angle, NBCT
227 Willard Hall
405-744-8147
[email protected]
Prerequisites: No Prerequisites
Course Description: Explore the science of Yellowstone National Park. Content specific science presentations with guided
tours through scenic Yellowstone will provide students with authentic applications of biology, chemistry, earth science and
physics to apply to standards based classroom curricula.
Further Course Description:
This course focuses on the systematic study of natural processes and mechanisms associated with Yellowstone National
Park. Emphasis is placed on the biological and physical (chemistry, earth, and physic) science concepts that have formed
the park that exists today. Consequences of human intervention are addressed. Students learn how to apply the content
knowledge learned in the course to standards-based science curriculum in the K-12 science classroom.
Oklahoma State University Professional Education Council Mission and Conceptual Framework: The Professional
Education Unit (PEU) prepares and develops professional educators who facilitate lifelong learning and enrich quality of
life for people in public schools and other educational settings. OSU’s Professional Education programs are based upon the
L.E.A.D.S. conceptual framework: Leadership; Ethics and Professionalism; Academics and Professional Roles, including
Content Knowledge, Integration, Human Growth and Development, Learning Environment, Technology,
Teaching/Professional Practice and Assessment; Diversity; and Service Orientation/Community Outreach. These core
values are an expansion of the earlier conceptual framework based upon Professionalism, Integration and Diversity.
Course Objectives: This course will support students to:
1. Demonstrate an increase in science content knowledge associated with the biological and physical processes
and mechanisms of Yellowstone National Park.
2. Critically analyze the consequences of human intervention on the biological and physical processes and
mechanisms of Yellowstone National Park.
3. Evaluate evidence, interpretations, results, and solutions related to the biological and physical processes and
mechanisms of Yellowstone National Park.
4. Demonstrate an understanding of current national and state science education standards.
5. Demonstrate an understanding of how models are used in science.
6. Develop two 5E science lessons that meet both state and national science education standards and implements
science concepts associated with Yellowstone National Park.
Style of Teaching: This course will utilize a variety of teaching strategies including, but not limited to: lecture, small & large
group discussions, collaborative in-class & out-of class activities as well as field experiences in Yellowstone National Park in
Wyoming. Please read the text assignments and/or handouts provided before class and/or daily field experiences.
Always be prepared to discuss the materials.
Texts and Supplementary Materials:
Required Texts/Materials
• Smith, R.B, and Siegel, L.J. (2000). Windows into the Earth: The geologic story of Yellowstone and
Grand Teton National Parks. New York, Oxford University Press. ISBN #: 978-0-19-510597-1.
• Louv, Richard (2008). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.
Algonquin Books of Chapel Hill, North Carolina. ISBN # 978-1-56512-605-3
• Articles or other readings posted/linked to via D2L
• USB Flash Drive (1 GB storage capacity, recommended)
• Digital Camera
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Recommended Texts
• Anderson, R. & Anderson, C. (2008). Yellowstone: The Story Behind The Scenery. KC Publications.
ISBN #: 0-88714-140-4.
• Good, J.M. & Rierce, K.L. (2010). Interpreting The Landscape: Recent and Ongoing Geology of Grand
Teton & Yellowstone National Parks. Moose, Wyoming, Grand Teton Association. ISBN #: 978-0931895-45-6.
• Johnson, J. ((2010). Knowing Yellowstone: Science in America’s First National Park. United Kingdom,
Taylor Trade Publishing. ISBN #: 978-1-58979-522-8.
• Murck, B. (2001). Geology: A Self-Teaching Guide. New York, Wiley & Sons, Inc. ISBN#: 978-0-47138590-5.
• Reinhart, K. (2008). Yellowstone’s Rebirth by Fire: Rising From The Ashes Of The 1988 Wildfires.
Helena, Montana, Farcountry Press. ISBN #: 978-1-56037-478-7.
Course Website:
• Desire2Learn will be a critical component of this course. Make certain you have a functional OSU
email address posted to the system. This is your responsibility, as course communication will flow
through D2L.
Major Assignments, Expectations and Other Requirements
1.
Attendance and Participation (400 points)
Attendance and participation are crucial to this class. Attendance will be taken every class period. In addition to the
four days of traditional mandatory class days, students will be expected to participate in all events during the 9 days of
field experiences in Yellowstone National Park. Each day of missed class (on campus) or not participating in daily
field experiences in Yellowstone will result in ONE FULL LETTER GRADE REDUCTION per daily violation.
Absences due to illness: Illnesses should be communicated as soon as possible, and a doctor’s note should be
provided upon return to class. Except for information learned from field experiences, you will have an opportunity
to complete the missed work within a reasonable time after the absence.
Field experience Participation: Hiking in the Grand Teton and Yellowstone National Parks will involve waking
2.0 – 9.0 miles at an easy, moderate, or strenuous level. Each day will consist of two or more hikes. Students must
be physically capable of participating in all hikes. See the course schedule for daily hiking events.
2.
Science Lesson Plans (300 points)
Students will submit two lesson plans (150 points each). Lesson plans will be inquiry based and address state and
national science and engineering education standards. All lesson plans will include a PowerPoint containing pictures
taken during the field experiences in Yellowstone National Park. Lesson plans and attachments will be submitted to
D2L.
3. Science Lesson Presentation (100 points)
Students will return to class two weeks after returning from Yellowstone National Park. During this all day mandatory
class students make an oral presentation detailing their designed lesson plans and take a final exam.
4. Ecosystem in a Box model (100 points)
Students will construct a 3D model of an ecosystem represented in Yellowstone National Park. Models will contain
appropriate representations of the water cycle, carbon cycle, and nitrogen cycle. In addition, models will display
appropriate plant and animal examples in the tropic levels. Three symbiotic relationships will be represented:
mutualism, parasitism, and commensalism. Additional assignment details will be provided the first day of class.
5.
Final exam (100 points)
The final exam will consist of science content acquired during the course. Students will be responsible for science
content and educational pedagogy presented by speakers, reading textbooks and articles, and information from
Yellowstone field guides.
Assessment & Evaluation: The specific evaluation criteria for each assignment are outlined below.
Note: Plagiarism on any assignment will result in a zero for professionalism points along with potentially failing
grade on the individual project and/or the course. Additionally, all projects are to be completed independently unless
otherwise indicated.
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Assignment
Attendance and Participation
Science Lesson #1
Science Lesson #2
Oral Presentation
Ecosystem in a Box Model
Final Exam
Total
Point Value
400
150
150
100
100
100
1000
GRADE ASSIGNMENTS
PERCENTAGE
GRADE
STANDARD
92-100
A
Superior Performance
82-91
B
Above Average Performance
72-81
C
Average Performance
62-71
D
Below Average Performance
BELOW 62
F
Mediocre or Insufficient Work
**Please note additional information about grades and attendance under “Policy on Attendance.”
Email: You are expected to keep your email active and current. All email communications will be made with students via
D2L system. Students are expected to check e-mail on a frequent and regular basis in order to stay current with Universityrelated communications, recognizing that certain communications may be time-critical. It is recommended that e-mail be
checked daily.
Academic Expectations: It is expected that for every hour spent in class, at least one hour outside of class on assignments,
readings, and class preparation. Due to the shortened nature of the course you will be expected to read Last Child in the
Woods prior to the first day of class. Readings from Windows into the Earth: The geologic story of Yellowstone and Grand
Teton National Parks will take place before and after the Yellowstone field trip. If you find yourself unable to complete
course requirements in a timely manner, refer to the university withdrawal policy and dates. Incomplete grades are
infrequently given. Becoming “overloaded” (whether with other class work or job commitments) does not count as an
emergency or excuse for late work.
Academic Integrity 1: Oklahoma State University is committed to maintaining the highest standards of integrity and ethical
conduct of its members. This level of ethical behavior and integrity will be maintained in this course. Participating in a
behavior that violates academic integrity (e.g., unauthorized collaboration, plagiarism, multiple submissions, cheating on
examinations, fabricating information, helping another person cheat, unauthorized advance access to examinations, altering
or destroying the work of others, fraudulently altering academic records, and similar behaviors) will result in a
sanction. Sanctions include: receiving a failing grade on an assignment, examination or course, receiving a notation of a
violation of academic integrity (F!) on your transcript, and being suspended from the University. You have the right to
appeal the charge. For a brief overview of the policy you can watch the video or contact the Office of Academic Affairs,
101 Whitehurst, 405-744-5627, academicintegrity.okstate.edu.
General Expectations of Students: By enrolling at Oklahoma State University, you accept responsibility for complying
with all University policies and contracts, and for local, state and federal laws on- or off-campus that relate to the
University’s mission. The Student Rights and Responsibilities Governing Student Behavior document explains the
standards of behavior expected of you, processes in place for enforcing the rules, and the University’s response to
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Academic Integrity Handbook for Faculty and Other Instructional Personnel http://academicintegrity.okstate.edu/>
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violations (www.okstate.edu/ucs/srr.html). In general, the University expects you to respect the rights of others and
authority, represent yourself truthfully and accurately at all times, respect private and public property, and take
responsibility for your own actions and the actions of your guests. Call 405-744-5470 for more information.
Drop and Add Policy: http://osu.okstate.edu/acadaffr/aa/syllabus.htm
If your academic or work schedule changes, you must inform the instructor immediately. Changes in your schedule may
impact teaching teams and require additional lesson planning that may cause you to spend more time completing
assignments to meet deadlines.
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Tentative CIED 4560* Course Outline
This schedule is subject to change due to weather conditions in the Grand Teton and Yellowstone National Parks
during travel days.
* Have finished reading Last Child in the Woods prior to the first day of class.
Dates
Activities
Monday
9:00 – 4:00
• Pre-assessment
• Course expectations
• 3-OSU – Science Content Speakers (TBA)
o Microbiology
o Geology
• National and state science standards
o Science and Engineering Practices
o Crosscutting Concepts
o Core Ideas
• Common Core Standards
• Group discussions on Last Child in the Woods.
* Read Chapters 1 & 2 in Windows into the Earth: The geologic story of Yellowstone
and Grand Teton National Parks before Tuesday’s class.
Tuesday
9:00 – 4:00
• 3-OSU – Science Content Speakers (TBA)
o Entomology
o Evolutionary Biology
o Natural Disasters in Yellowstone
o Geology
• 5E Instructional Model
• Nature of Science
• Science literacy
* Read Chapters 3 & 4 in Windows into the Earth: The geologic story of Yellowstone
and Grand Teton National Parks before Wednesday’s class.
Wednesday 9:00 – 4:00
• 3-OSU – Speakers (TBA)
o Zoology
o Botany
o Geology
• Bloom’s Taxonomy
• Informal and Formal Assessments
• What to pack for the trip?
* Read Chapters 5 – 9 in Windows into the Earth: The geologic story of Yellowstone
and Grand Teton National Parks before entering Yellowstone (lots of time to read in
the vans or in the evening in the hotels)
Monday
Leave OSU at 6:00 am – drive to Laramie, WY
Tuesday
Arrive in Jackson, Wyoming
• Tour Jackson Square
Wednesday • Grand Teton National Park
o Drive through Grand Teton National Park
o Hike Jenny Lake Trail to Hidden Falls – 3 miles (4 hours)
• Drive to Yellowstone National Park.
• Old Faithful Area
o 1:00 Black Sand Walk – ½ mile (~ 1 hour)
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•
•
Thursday
Friday
Saturday
Sunday
Monday
Tuesday
Thursday
Friday
o Visit Old Faithful museum
Visit sites between Old Faithful and West Yellowstone
o Firehole Lake Drive
Check into hotel in West Yellowstone
Madison Area
o 10:00 am Harlequin Lake Walk –1½ miles (~ 2 hours)
o Terrace Springs (geyser basins and thermal features) – just off the
Norris/Madison road
o Gibbon Fall
• Mt. Washburn (North of Canyon Lodge area at Dunraven Pass)
o Mt. Washburn hike - 5 miles with an elevation change ~1,500 ft (~ 3½
hours)
• Norris Area
o Virginia Cascade
• Madison Area
o Firehole Falls
* Begin working on Group Lesson Plan
• Mammoth Hot Springs Area
o 9:00 am Hot Springs Terraces Walk (1½ hours)
o 2:00 pm Wraith Falls Hike - .6 miles (1½ hours)
• Tower Falls area
o Petrified Tree
o Scenic views of Tower Fall
• Grand Canyon of Yellowstone (Canyon Lodge Area)
o Lower Falls Walk – 1½ miles (1½ hours)
 Uncle Tom’s Trail (optional) 300 steps down to base of Lower
Falls
o Artist Point (South Rim Road)
* Work on Group Lesson Plan
• Canyon Village Area
o 9:00 Lupine Loop Walk - 3 miles (3 hours)
• Yellowstone River Drive
o Mud Volcano Trail (Dragon’s Mouth Spring) – 1 mile boardwalk trail
• Biscuit Basin Area
o Fairy Falls -Hike to Fairy Falls and then to Spray Geyser and Imperial
Geyser located past the Falls - 5 miles (4 hours)
* Work on Group Lesson Plan
• Old Faithful Area
o 8:30 Geyser Hill Walk - 1¼ miles (~ 1 ½ hours) or
o 9:00 Mystic Falls walk - 2½ miles (~ 1 ½ hours)
• Leave Yellowstone and head to Jackson
o White water rafting – Jackson
• Drive to Pinedale, WY for lodging
• Work on Group Lesson Plan
o Begin brainstorming ideas for individual lesson plan
Leave Pinedale at 7:00 am stay east of the Denver, Colorado area
•
Return to OSU by 5:00 pm
Group Lesson Plan #1 is due to D2L by 5:00 pm
Individual Lesson Plan #2 is due to D2L by 5:00 pm
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Saturday
•
Science Lesson Presentations
Final written examination
Transportation and hotel expenses are paid through tuition. Students are financially responsible for their food and
personal purchases.
Lesson Plan Template
Course:
Time Requirement:
Central Focus (Purpose):
Lesson Title:
Unit of Study:
Next Generation Science Standards
Science Practices:
Crosscutting Concept:
Core Idea(s):
Component Ideas:
Oklahoma Academic Standards-Science (OASS)
Process Skills:
Content Skills:
Common Core Standards
Reading for Literacy in Science:
Writing for Literacy in Science:
Common Misconceptions and how you plan to address them:
Theoretical Principles and/or Research–Based Best Practices. Why are the learning tasks for
this lesson appropriate for your students?
Learning Objective(s) Associated with Above Standards:
Upon Completing this lesson student can …
1.
2.
etc.
Academic Language/terminology (word and definition):
Differentiation and Other Modifications:
5E Instructional Model
Teacher
Materials &
Preparation
Engagement:
Explore:
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Explain:
Elaborate:
Closure:
Evaluate: describe assessment & attach copy of assessment(s) and rubric(s)
Informal Assessment(s):
Formal Assessment(s):
Multiple Intelligences:
Safety Procedures/Issues/Concerns:
Historical - Background content (4-5 paragraphs). A historical context to a lesson is important for
students to gain an understanding of how science changes over time. In this section you will provide a
brief historical perspective of your topic.
** Submit your instructional PowerPoint as an attachment.
Ecosystem 3D Model Instructions
1. Learning Objectives:
At the completion of this lesson students will be able to:
1. Construct (Bloom’s = Comprehension) a 3D model of a Yellowstone
National Park ecosystem that appropriately displays:
a. Authentic food-web that includes producers, primary consumers,
secondary consumers, tertiary consumers, and decomposers. Identify
3 symbiotic relationships;
b. Geographic and topographic representation of the ecosystem;
c. Water cycle (evaporation, condensation, transpiration, ground water,
precipitation, Clouds, Surface runoff, surface water-lakes, streams,
oceans, ponds, water uptake from plants, water loss from animals;
d. Carbon cycle (Cellular respiration, photosynthesis, animal
respiration, decomposition, fossil fuels, atmospheric gases, animals;
e. Nitrogen cycle (atmospheric nitrogen, bacteria fixation, fossil fuel
emissions, denitrification, plant consumption, nitrification,
ammonium, nitrites, nitrates, plant consumption, animal wastes,
decay);
f. Symbiotic relationships: commensalism, mutualism, & parasitism;
g. Identify evidence of human impact on the ecosystem.
2. Defend/Justify (Bloom’s = Evaluation) 3D Ecosystem model in an oral class
presentation. This will be an informal presentation.
3D Ecosystem Model Rubric
Level of Achievement
Concept Assessed
Exceeds Expectations
Meets All Expectations
Meets Most
Lack most
8
3D Ecosystem
Model
The Water Cycle
Explanation of the
CO2-O2 Cycle
Model is exceptionally
displayed; overall
appearance is
outstanding; organisms
are very appropriate for
ecosystem;
All concepts are clearly
labeled with exceptional
creativity
All concepts are clearly
included with exceptional
creativity and neatness
Explanation of the
Nitrogen Cycle
All concepts are clearly
included with exceptional
creativity and neatness
Explanation of the
Food Web
All concepts are clearly
included with exceptional
creativity and neatness
Model is well displayed;
overall appearance is
good; organisms are
very appropriate for
ecosystem
All concepts are clearly
included with fair
creativity
Complete explanation of
the CO2-O2 cycle with
deep understanding;
included all but one
concept
Complete explanation of
the nitrogen cycle with
deep understanding;
included all but one
concept
Complete explanation of
the food web with deep
understanding; identified
all tropic levels
Expectations
expectations
Display of model is
fair; overall
appearance is fair;
organisms are very
appropriate for
ecosystem
All but 1-2 concepts
are included with
fair creativity
Explanation of the
CO2-O2 cycle lacks
2-3 of the content
concepts
Model is poorly
displayed; overall
appearance is sloppy;
organisms are not
appropriate for
ecosystem
All but 1-2 concepts
are included but lacks
creativity
Explanation of the
CO2-O2 cycle lacks
many of content
concepts
Explanation of the
nitrogen cycle lacks
2-3 of the content
concepts
Explanation of the
nitrogen cycle lacks
many of content
concepts
Explanation of the
food web lacks 1-2
of the content
concepts
Explanation of the
food web lacks many
of content concepts
Comments on
3D Model
Ecosystem Presentation Rubric
Level of Achievement
9
Concept Assessed
Exceeds Expectations
Meets All Expectations
Meets Most
Expectations
Lack most
expectations
3D Ecosystem
Model
• H2O Cycle
• CO2-O2 Cycle
• Food Web
• Symbiosis
Explanation of the
Water Cycle
All expectations are met
with outstanding accuracy,
creativity, neatness, and
thoroughness
All expectations are
met
Most Expectations
Met
Many expectations
not addressed
Complete explanation of
the water cycle with
exceptional understanding;
included all concepts
Explanation of the
water cycle lacks 12 of the content
concepts
Explanation of the
water cycle lacks
many of content
concepts
Explanation of the
CO2-O2 Cycle
Complete explanation of
the CO2-O2 cycle with
exceptional understanding;
included all concepts
Explanation of the
CO2-O2 cycle lacks
2-3 of the content
concepts
Explanation of the
CO2-O2 cycle lacks
many of content
concepts
Explanation of the
Nitrogen Cycle
Complete explanation of
the nitrogen cycle with
exceptional understanding;
included all concepts
Explanation of the
nitrogen cycle lacks
2-3 of the content
concepts
Explanation of the
nitrogen cycle lacks
many of content
concepts
Explanation of the
Food Web
Complete explanation of
the food web with
exceptional understanding;
Identified all tropic levels.
Explanation of the
food web lacks 1-2
of the content
concepts
Explanation of the
food web lacks many
of content concepts
Explanation of
Symbiotic
Relationships-
Complete explanation of
all three symbiotic
relationships with
exceptional examples
Complete explanation
of the water cycle with
deep understanding;
included all but one
concept
Complete explanation
of the CO2-O2 cycle
with deep
understanding; included
all but one concept
Complete explanation
of the nitrogen cycle
with deep
understanding; included
all but one concept
Complete explanation
of the food web with
deep understanding;
identified all tropic
levels
Complete explanation
of all three symbiotic
relationships with
appropriate examples
Incomplete
explanation of one
of the symbiotic
relationships or
lacks one example
Answered all questions
correctly; good content
knowledge
Answered most
questions correctly;
a few
misconceptions
fair presentation
skills: eye contact,
voice, speech
Incomplete
explanation of more
than one symbiotic
relationship or lacks
more than one
example
Answered few
questions correctly;
many misconceptions
Optional or use
for extra credit
Answered
Questions
Presentation
Answered all questions
correctly, with descriptive
detail and accuracy; deep
content knowledge
Excellent presentation
skills: eye contact, voice,
speech,
Good presentation
skills: eye contact,
voice, speech
Poor presentation
skills: eye contact,
voice, speech
Presentation
Comments
10