(varies among 1) Students can construct previous class meeting(s) biogeochemical cycling in clasees, but a diagram of H20 cycle. using whatever activities general) in previous lecture and 2) Students can rank the wanted. text reading assignment. students will have relative magnitude of had one class meeting and time each pool of global H20 spent reading text cycle. that introduces water cycle) This gets at outcomes Clicker question on fluxes 5 minutes for re-cap and clicker Enter approx. covered in previous of forest water to question on previous class class time for learning activity meeting: atmosphere and surface meeting material preparatory 1) Students can construct water. material a diagram of H20 cycle. presentation 2) Students can rank the 3 min relative magnitude of each pool of global H20 cycle. Enter approx. 1) Predict how several Groups discussion and Provide follow-up time (to class time for human activities will consensus of human Emphasize scale, diversity, learning activity alter the H20 cycle impacts (deforestation impacts and effects.) #1 and global warming) on See last ppt slide for questions. 16 minutes water cycle. Some can be done in class and (will be closer to 2) Assess the global some assigned as take-home. ethical implications of 25 min in normal human activities on H20 class) cycle. Enter Discussion of ethical approximate time implications of human for additional impacts in group learning activities and associated class Work/preparatory materials (10 min) Enter 1) Predict how several Presentation of See last ppt slide for questions. approximate time human activities will summative assessment Some can be done in class and for post-activity alter the H20 cycle take-home exam some assigned as take-home. summing up or questions. transition
(varies among clasees, but students will have had one class meeting and time spent reading text that introduces water cycle) 1) Students can construct a diagram of H20 cycle. 2) Students can rank the relative magnitude of each pool of global H20 cycle. previous class meeting(s) using whatever activities wanted. biogeochemical cycling in general) in previous lecture and text reading assignment. Enter approx. class time for learning activity preparatory material presentation 3 min This gets at outcomes covered in previous meeting: 1) Students can construct a diagram of H20 cycle. 2) Students can rank the relative magnitude of each pool of global H20 cycle. Clicker question on fluxes of forest water to atmosphere and surface water. 5 minutes for re-cap and clicker question on previous class meeting material Enter approx. class time for learning activity #1 16 minutes (will be closer to 25 min in normal class) 1) Predict how several human activities will alter the H20 cycle 2) Assess the global ethical implications of human activities on H20 cycle. Groups discussion and consensus of human impacts (deforestation and global warming) on water cycle. Provide follow-up time (to Emphasize scale, diversity, impacts and effects.) See last ppt slide for questions. Some can be done in class and some assigned as take-home. Enter approximate time for additional learning activities and associated class Work/preparatory materials (10 min) Discussion of ethical implications of human impacts in group Enter approximate time for post-activity summing up or transition 1) Predict how several human activities will alter the H20 cycle Presentation of summative assessment take-home exam questions. See last ppt slide for questions. Some can be done in class and some assigned as take-home.
biogeochemical_cycling_global_water_cycle_tidbit_framework_west_coast_2013_0.docx