Connecticut’s Freshwater Wetlands
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After viewing our curriculum units, please take a few minutes to help us understand how the units, which were created by public school teachers, may be useful to others.
TEACHERS AND PROFESSIONAL DEVELOPMENT
I’ve constructed this unit to challenge myself and my colleagues in highly specific ways. Here’s what I expect of myself and of those colleagues who put aspects of this unit to use in their classrooms: (1) get out in the field and look at nature; collect plant and animal specimens in responsible fashion, and bring them into the classroom. (Plants are always collected to leave the growing root and stem stock in place; animals always get returned to their precise locations of collection after brief use in the classroom); (2) read newspapers and magazines for current articles on science which relate to wetland ecology. Much of my teaching is current events-driven. There is an abundance of such articles today as we become more ecologically and environmentally aware, and as science policy is formulated and debated; (3) review Project 2061, National Research Council, National Science Teachers Association and other science education reform materials and get something out of the reading; (4) sign out slide sets for this unit from the Teachers Institute Resource Room; (5) use the Teacher Bibliography and the Student Reading list—I’ve pulled together a lot of the key references here; (6) develop familiarity with the use of field guides if not already experienced with them; (7) pick up a journal and draw material from it, whether it’s
Scientific American and American Scientist