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Secondary Education:
Human Health and Global Environment - Suggested Teaching Methods

Methods

A) Methods to Initiate Topics

This section contains methods that are designed to identify students’ existing knowledge of a topic.  This step can be crucial in identifying misconceptions and getting students engaged.  Pre-assessment can assist teachers by: 1) identifying areas of strength or weakness to guide lesson plans and 2) providing a preliminary benchmark to measure learning outcomes and student improvement at the conclusion of a lesson or unit.

• Concepts Maps
  Concept maps are a great way to identify existing knowledge of a subject and engage students at the beginning of a unit.  Alternatively, this activity is also a great way to assess learning at the end of a unit.  Students can begin by writing down everything that comes to mind on a given topic.  Following this exercise, students could either create a group list or stay with their original list if it is important to establish background levels on an individual basis.  Students should then use a blank sheet of paper/posterboard to organize these words in a schematic way.  Lines can be used to identify connections and labeled with words that define the relationship.  The teacher can also choose to identify a specific set of words that must be included in the map. For those that aim to incorporate technology and software in the classroom, concepts maps can be created with Inspiration®.
• Agree/Disagree/Don’t Know
  Misconceptions in science are abundant and often create barriers in learning new concepts.  This activity allows students to acknowledge their own misconceptions, a step that may be essential in developing a firmer understanding of a topic.  The teacher creates a number of statements that relate to the topic – statements can be true or false, fact or opinion-based. Students then evaluate each statement based on whether they agree, disagree or don’t know.  This activity can be structured as a pretest (with each student putting an A, D, DK next to each statement) or as a class activity, where majority responses are posted and displayed under the categories of Agree, Disagree or Don’t Know.  Posting results of group responses can often be insightful as the unit goes on and students can re-assess their learning from the beginning to the end.  An alternative format is to have a physical scale taped to the floor from Strongly Agree to Don’t Know to Strongly Disagree.  Students can take turns coming up to “Take a Stand” by standing where they are on the scale and then defending their position.  This format can be very effective, particularly with opinion questions.  The teacher may also choose to have a student who strongly agrees move to the other end of the scale and attempt to defend the other side of the issue.
• Dilemma Questions
  Many environmental issues are extremely complex and do not lend themselves to easy solutions.  This activity is designed to have students begin thinking about tradeoffs and start creating dialogue on the topic.  Create a series of open-ended questions and allow students to discuss in small groups.  After some time, open the discussion up to the larger class to share perspectives and ideas.  These questions are often good to revisit as the unit continues and students have learned more about the complexity of such issues. 
• Think/Pair/Share
  This activity encourages students to consider a topic and identify their own views before more structured classroom activities.  A question may be written on the board for each student to respond to through a journal entry.  After a short period of time, students are expected to pair up with the person next to them to discuss their responses.  As a result, students can work together to develop a more comprehensive response.  The pair of students is then asked to share their combined input with the entire class.  This activity may prove beneficial in defining a particular concept at the beginning of a unit, such as asking students to explore their meaning of biodiversity.
• Identifying known vocabulary
  At the beginning of a unit, the teacher may present students with a list of words that are associated with a specific concept.  In an effort to identify existing knowledge have students rank the words according to the following scale:
  
  • I know this word, and I use it.
  • This word is familiar to me, and I think I could use it correctly.
  • I’ve heard of this word, but I don’t know what it means.
  • I’ve never heard of this word!

  By giving a list of words at the beginning of a unit, students may be more likely to recognize and grasp their meaning later in the unit.

• Thought Museums
  Thought museums are a very effective way to get students to start thinking about concepts before launching into a unit.  Statements, questions, quotes or photos may be displayed on butcher paper at different stations around the room.  Each student is given a set of post-it notes that they will use to post their opinion or reaction at each station.  After all students have left responses at each site, a few students should be assigned to each station to review and organize the information on the butcher paper.  Afterward, each group will summarize and report the class responses.  A great way to introduce a theme and get them thinking!

B) Methods to Incorporate Video Presentations and Articles

This section contains methods that are designed to facilitate the integration of video presentations and articles within an environmental science curriculum.  The focus of these activities is to encourage students to explore, develop and apply concepts that are introduced or strengthened using various media such as writing or video. 

• Socratic Seminars
  The purpose of Socratic seminars is to develop understanding of ideas, values and issues through intensive conversation of selected articles or video presentations.  The concept, article or question being considered should be open-ended to encourage students to think and respond creatively.  Students involved in a Socratic seminar should prepare by completing the reading/video and in some cases filling out an assignment to begin consideration of ideas.  The seminar is designed to have one group of students discussing the question at hand.  The remaining students sit around the outside of the primary group, staying silent and taking in all that is being discussed (having these students take notes on the discussion may keep them actively engaged.)  In some situations, a chair is left open inside the primary group in order to allow one individual at a time from the outer circle to enter the conversation (or tag team pairs can also be effective).  Students involved in the discussion should cite parts of text or video to support their statements.  The teacher should emphasize the importance of active listening skills and respect for others’ opinions.  Often this activity lends itself well to self evaluation.
• KWL’s – Know/Want to Know/Learn
  KWL’s are good activities to do before viewing a particular video or reading an article.   Each student writes down what he/she already knows (K) about a topic, followed by what he/she wants (W) to learn more about.  Finally, after the conclusion of the video/article, each students writes about what he/she learned (L) from the material.  Processing material in this way allows students to consider their existing knowledge, consider what they should look for within the video or text and reflect on the major concepts or points that were learned. 
• Jigsaw Presentations - Expert Groups
  Divide students into small groups.  Give each group a specific part of the material to be covered.  This is often done by dividing an article or topic into parts.  Each group studies the part of article or topic that was assigned to them.  Students are then put in new groups designed to include one expert from each expert group.  Students should exchange ideas and take notes as others are presenting their information.  The teacher should circulate to help clarify and add information when necessary. 
  
• Role Playing
  Role playing can be a very strong tool to encourage students to explore topics from multiple perspectives.  This type of activity can also be adapted to incorporate a research component.  A great source of information and organization for scientific role playing can be found in the following article:  “Science Scenarios:  Using role-playing to make science more meaningful,” The Science Teacher, p. 48 – 52, written by Linda Cronin-Jones.

  Media Perspectives

  The class should be divided into groups, with each group being given an article from a different media source concerning the issue.  Students can read the article as a group and decide what position the author of the piece is promoting.  Each group is then tasked with creating an ad campaign defending the viewpoint of their article.  The campaign can be presented to the class in the form of a poster, TV ad, radio ad, public service announcement, etc.  In putting together the ad campaign, students should consider:

  • What is the source of the article?
  • Who is the audience? What does the author hope to achieve?
  • What kind of evidence is used to back up the author’s argument? (scientific, personal history, etc)
  • What was the tone of the article?  Is it convincing?  Will your ad have the same tone?

  After each group presents, the class should ask questions.  Is the source reliable?  Was the evidence believable?  Has an important aspect of the controversy been left out?

  Letters

  Letters to politicians, scientists, community members, the media, etc can be a great way to apply material learned in the video presentations and articles.  Alternatively, having students write a letter from the perspective of a politician, scientist, corporate investor, etc. is equally effective.  Statements and opinions should be supported by fact. 

• Chalkboard Questions
  Questions that pertain to the video/article/topic are placed at different points around the room.  The class is divided into groups and each group begins at one of the questions.  One student acts as the “scribe” and records the responses of the group to the question on the chalkboard.  After a few minutes, each group rotates to a new question, assigns a new “scribe” and provides feedback to the already existing information (left by the first group).  After all questions have been addressed, each of the scribes report to the question they were responsible for and these newly formed groups can present the class responses as a whole.  Open ended questions are often best to stimulate discussion and encourage deeper thought of the material. 

C) Methods to Assess Learning Outcomes

This section contains methods that are designed to provide ideas for authentic assessment.  The goal of authentic assessment is to identify the level of understanding of a concept or concepts via a task that encourages students to apply their knowledge within an appropriate context (real-world situation) and in a thoughtful, skill-based manner.   

• Concept Maps
  Concept maps are a great way to identify existing knowledge of a subject and engage students at the beginning of a unit.  Alternatively, this activity is also a great way to assess learning at the end of a unit.  Students can begin by writing down everything that comes to mind on a given topic.  Following this exercise, students could either create a group list or stay with their original list if it is important to establish the level of background on an individual basis.  Students should then use a blank sheet of paper/posterboard to organize these words in a schematic way.  Lines can be used to identify connections and labeled with words that define the relationship.  The teacher can also choose to identify a specific set of words that must be included in the map. For those that aim to incorporate technology and software in the classroom, concepts maps can be created on the computer with Inspiration®. 
• 4 Square Connections
  This activity is a great way to check for understanding and creativity and help students build connections on a conceptual level.  Ask students to choose a specific example from four different categories.  For example, students may write down an example of a kitchen appliance, a movie, a sport and a mode of transportation.  Students then need to answer how the scientific concept they’ve been learning about is like each object.  For example, “How is global climate change like a refrigerator?” (Both a refrigerator and the atmosphere have insulating layers).  Students should find three connections for each category, and should be encouraged to explore each connection to the deepest level.  Students can then share their ideas with the class.  Alternatively, the teacher can give all students the same item for comparison in an effort to see the wide range of connections the class can create.
• Opinion Editorials or Letters to Politicians, Scientists, Historians
  

  OpEd Pieces

  OpEd pieces are 700-800 words long, have a “hook” based on a current event, provide background and present an opinion.

  Letters

  Letters to politicians, scientists, community members, the media, etc can be a great way to apply material learned in the video presentations and articles.  Alternatively, having students write a letter from the perspective of a politician, scientist, corporate investor, etc. is equally effective.  Statements and opinions should be supported by fact. 

• Perspective Pieces
  The teacher should start with one question such as “Should the United States subsidize alternative energy technology and why?”  Ask students to answer this question as if from a variety of different viewpoints.  Students should use the vocabulary, tone and perspective base of the person or organization.  Responses to this question will likely be very different depending on whether they come from an environmental lobbyist, a power plant spokesperson, an OPEC representative, a parent of a child with asthma, etc.  This activity is a great way to assess whether students have learned and explored all sides of the issue.

• Role Playing
  Role playing can be a very strong tool to assess how well students have explored the concepts from multiple perspectives.  This type of activity could also incorporate a research component.  A great source of information and organization for scientific role playing can be found in the following article:  “Science Scenarios:  Using role-playing to make science more meaningful,” The Science Teacher, p. 48 – 52, written by Linda Cronin-Jones.

  Media Perspectives

  The class should be divided into groups, with each group being given an article from a different media source concerning the issue.  Students can read the article as a group and decide what position the author of the piece is promoting.  Each group is then tasked with creating an ad campaign defending the viewpoint of their article.  The campaign can be presented to the class in the form of a poster, TV ad, radio ad, public service announcement, etc.  In putting together the ad campaign, students should consider:

  • What is the source of the article?
  • Who is the audience? What does the author hope to achieve?
  • What kind of evidence is used to back up the author’s argument? (scientific, personal history, etc)
  • What was the tone of the article?  Is it convincing?  Will your ad have the same tone?

  After each group presents, the class should ask questions.  Is the source reliable?  Was the evidence believable?  Has an important aspect of the controversy been left out?