Establishing Connections in
Changing Systems
Bill Robertson, Ph.D.
(robertson@utep.edu)
Asst. Professor, Teacher Education
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
The Scenario
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As a team, you are working for the Federal Parks and
Wildlife Department and are managing an Arctic region.
Many different animals live in the area in terrain defined by
shrubs and other terrain known as tundra.
Moose are an important food for subsistence hunting for
the people who live in the area, and are hunted by
predators in the area.
As Wildlife Rangers in the Arctic, how would you control the
distribution of a species, such as Moose, in a global
change environment?
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Guiding questions
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In what way do animals need plants?
In what way do plants interact with other plants?
How do plants and animals depend on each other?
Which living things need each other to survive?
Can you describe in a few sentences the
interdependency of organisms and the environment?
Identify the nonliving components in the environment.
What part do they play in the lives of living things?
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
The Task
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As a team, you will need to construct a drawing of relationships
between animals and their environment on the map of today and fifty
years from now.
Draw the symbols of the animals that are now going to be living in the
tundra biome and the shrub vegetation biome.
Use arrows to show the connections between the first consumers and
second consumers (and so on), so that you create a food chain of the
animals of this region.
Next to the animal symbol on both maps, specify if the animal is an
herbivore, a carnivore, or an omnivore.
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Today’s View
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Fifty Years
From Now
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Things You Need
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Information about Arctic animals
Alaska tundra maps
Colored pencils, pens or markers
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Terms
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Reorganization - species assemblages change
Acclimation - species can change their physiology to
better cope with different conditions
Adaptation -genetic selection that can only occur
between generations
Migration - climate space of an animal changes it can
move in to new areas
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Teams Begin to Work on Their Maps and
Present and Explain Scenarios
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Pedagogical Practices To Employ in Classroom
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Inquiry-based learning
Socratic questioning
Brainstorming
Cooperative Groups – Jigsaw, Scaffold, Think/Pair/Share
Constructivism – Engage, Explore, Explain, Elaborate,
Evaluate
Guided facilitation strategies
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Constructivism
Constructivism is a learning strategy that draws on students' existing
knowledge, beliefs, and skills. With a constructivist approach, students
synthesize new understanding from prior learning and new information.
The constructivist teacher sets up problems and monitors student
exploration, guides student inquiry, and promotes new patterns of
thinking. Working mostly with raw data, primary sources, and interactive
material, constructivist teaching asks students to work with their own
data and learn to direct their own explorations. Ultimately, students begin
to think of learning as accumulated, evolving knowledge. Constructivist
approaches work well with learners of all ages, including adults.
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
The 5Es
The 5 E's is an instructional model based on the constructivist approach to
learning, which says that learners build or construct new ideas on top of
their old ideas. The 5 E's can be used with students of all ages, including
adults.
Each of the 5 E's describes a phase of learning, and each phase begins with
the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5
E's allows students and teachers to experience common activities, to
use and build on prior knowledge and experience, to construct meaning,
and to continually assess their understanding of a concept.
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
The 5Es in this Lesson
Engage
Explore
Explain
Elaborate Evaluate
Hook
• Photos
• Video
• Real World
• Local Issues
Inquiry
• Guiding ?s
• Criteria
• Cooperative
Groups
• Facilitation
Content
• Info Cards
• Definitions
• Scientific
Presentation
• Primary
Sources
Deepen/Broaden
• Technology –
Inspiration/PPT
• Underlying
Connections
• Multidisciplinary
• Future
Conditions
University of Texas at El Paso, TX. USA
Informal
• Discussions
• Collaborations
Formal
• Answers
• Maps
• Presentations
& Products
using rubric
Establishing Connections in
Changing Systems
Criteria - Rubric
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Knowledge - Knows and understands scientific terms, facts,
concepts, principles, theories and methods
Application - Applies scientific knowledge, skills and
methods to manipulate, analyze, synthesize, create and
evaluate
Communication - Communicates scientific knowledge
and applications through writing, speech, and visual
displays
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Extensions
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Concept Mapping – Inspiration/Kidspiration
Culminating Activity – use rubric to guide students
over unit of study
Integrated Product – PPT (example) presentation
plus written position
Other Ideas?
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
University of Texas at El Paso, TX. USA
Establishing Connections in
Changing Systems
Bill Robertson, Ph.D.
(robertson@utep.edu)
Asst. Professor, Teacher Education
Questions?
University of Texas at El Paso, TX. USA