Connecticut’s Freshwater Wetlands
Stephen P. Broker
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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
or
Science, Nature
and
Ecology
.
