|
|
|
The Science and Mathematics Education Center
K-16 Science and Mathematics Outreach Directory The Science and Mathematics Education Center (SAMEC) is the University of Arizona's coordinating entity for all science and mathematics pre-college programs and teacher education and is hosted by the Lunar and Planetary Laboratory. SAMEC has prepared this directory as a resource for science, mathematics and engineering education programs at the University of Arizona. Contact: samec@lpl.arizona.edu or 520/621-8309 AGRICULTURE AND LIFE SCIENCES, COLLEGE OF http://ag.arizona.edu/aginfo.html Agriculture Education Department http://ag.arizona.edu/aed/ Various programs for students and teachers. Contact: James Knight, Department Head, 520/621-1523, jknight@ag.arizona.edu 4-H Youth Development Program http://cals.arizona.edu/4-h/ 4-H Youth Development is the University of Arizona's youth development program that reaches out through the county cooperative extension offices in the state. County extension faculty work cooperatively to provide both formal and non-formal educational opportunities. 4-H programming may be offered to groups of youth receiving a sequence of learning experiences with cooperation of school officials during school hours, to enhance as well as support the school curriculum and may involve direct teaching by Extension staff or trained volunteers, including teachers. Contact: State 4-H Office, 520/621-7205, AZ4H@ag.arizona.edu Campus Arboretum http://arboretum.arizona.edu/ In the 1800's cactus and creosote surrounded Tucson, Arizona. When the University of Arizona was established as the state's land-grant institute, ornamental trees, shrubs, and cacti were planted to beautify the grounds (and cut down on the dust!) Today's campus holds over 500 individual species. The University of Arizona holds a truly unique collection of plants from arid and semi-arid climates around the world. Many campus trees are the largest specimens in Arizona and have been designated as Great Trees of Arizona. The UA Heritage Trees are stately links to the University's past. Several are unique to the entire Southwest; a few were the first of their kinds to be planted in the Western Hemisphere. On September 3, 2004, the newly rededicated Herring Hall was designated to house the office of the UA Campus Arboretum. Stop in and learn more about the plants on campus, meet the Campus Arboretum staff, and pick up informational literature. Herring Hall is situated south of the Forbes (Agricultural) Building, directly south of Old Main. The Campus Arboretum office is just inside the front door. Contact: Elizabeth Davison, 520/621-7074, edavison@ag.arizona.edu Collaborative for the Advancement of Teaching Technology& Science (CATTS) http://ag.arizona.edu/catts/ The CATTS Program is dedicated to advancing Science, Math and Technology in the classroom. Contact: Nancy Regens, 520/907-2617, nregens@geo.arizona.edu Africanized Honeybees Lesson Plans http://ag.arizona.edu/pubs/insects/ahb/ Africanized honeybees have moved into the Southwest and are here to stay. In addition to the safety issues that need to be addressed because of the defensiveness of these bees, honey bees are also fascinating subjects to study. These lesson plans were developed to familiarize students with honey bees and bee safety issues through a variety of interesting activities. Contact: Dave Langston, 520/568-2273, langston@ag.arizona.edu Agriculture Literacy Program http://cals.arizona.edu/agliteracy/ This program assists educators in the effective use of incorporating information about agriculture into the subjects that they already teach. Contact: Monica Pastor, 602/470-8086, Ext. 317, mpastor@ag.arizona.edu Crop Doctor http://ag.arizona.edu/agliteracy/cropdrpg.htm An informative, entertaining classroom experience in kit form. This program blends science, social studies and language arts into a six-lesson plan with a focus on Arizona's food/fiber production history. Contact: Monica Pastor, 602/470-8086, Ext. 317, mpastor@ag.arizona.edu Food, Land & People http://www.ag.arizona.edu/agliteracy/foodlandppl.htm Project Food, Land and People Resources for Learning is a curriculum with more than 40 lessons. The lessons provide a systematic educational program that addresses the need to learn not only about agricultural production, but also its social and economic significance and its links to human health and environmental quality. These lessons will integrate easily into your curriculum and give you meaningful, real-life education. Contact: Monica Pastor, 602/470-8086, Ext. 317, mpastor@ag.arizona.edu Project Learning Tree (PLT) http://cals.arizona.edu/extension/plt/index.html Project Learning Tree (PLT) is an award-winning environmental education program designed for educators working with students from pre-k through 12th grade. PTL helps students learn about the world around them, their place within that world, and their responsibility for it. Contact: Wade Albrecht, 928/774-1868, Ext. 25, walbrech@ag.arizona.edu Arizona Project WET http://cals.arizona.edu/azwater/WET/ Project WET (Water Education for Teachers) is an international, interdisciplinary water education program for formal and nonformal educators and students ages 5 to 18, as well as a basis for adult learning. Contact: Kerry Schwartz, 520/792-9591, Ext 22 kschwart@ag.arizona.edu Summer Agriculture Institute http://ag.arizona.edu/agliteracy/summer-institute.html This five-day program is designed to teach educators about food and fiber production and to help them incorporate that knowledge in the classroom. The Institute combines hands-on learning about agriculture with practical curriculum development. Contact: Monica Pastor, 602/470-8086, Ext. 317, mpastor@ag.arizona.edu Professional Development Program The Department of Agricultural Education in cooperation with the division of Vocational Technological Education at the Arizona Department of Education provides year-round in-service and teacher improvement programs. Workshops and seminars are designed to include hands-on activities that are easily incorporated in a secondary classroom environment. Contact: Jack Elliot, 520/621-7173, elliot@ag.arizona.edu Youth Activities: Water Resources http://cals.arizona.edu/waterquality/OtherResources.htm These activities were developed to make learning and demonstrating water resource concepts exciting and fun! They can be adapted for elementary and secondary students, both in and out of the classroom. All the activities are hands-on and most are low cost or no cost. Each activity has a one-sentence purpose, background for the educator, list of materials, step-by-step procedure and extensions. Center for Insect Science Education Outreach (CISEO) http://insected.arizona.edu/ Using Live Insects in Elementary Classrooms for Early Lessons in Life http://insected.arizona.edu/uli.htm Funded by a National Institutes of Health Science Education Partnership Award this program is dedicated to introducing health topics to children in kindergarten through 3rd grade. The result is a printable collection of 20 integrated lessons with science and math activities that use live insects. These lessons are aligned with the National Science Education Standards. Contact: Sharon Richards, 520/621-2590, insects@arl.arizona.edu Acres of Insects http://insected.arizona.edu/acres.html Lessons developed through a grant from the NIH Science Education Partnership Award to develop new integrated instructional materials that address health and science topics in high school classrooms and foster the use of live insects as teaching models. Insects play a vital role in human ecology. They pollinate our crops, provide food for us and other animals, compete with us for food and fiber and can carry diseases such as malaria. Thus, insects are excellent models for the study of key biological concepts. Contact: Sharon Richards, 520/621-2590, insects@arl.arizona.edu Great Gravidity http://insected.arizona.edu/gg/ Great Gravidity is intended to be used as a teacher guide for teachers of students in grades 9-12. Great Gravidity supports science education reform by providing integrated, hands-on, inquiry-based activities. Insects are excellent models for the study of key biological concepts such as population ecology. Understanding how a population grows is integral to understanding how to control a population of pest insects. Contact: 520/621-2590, insects@arl.arizona.edu The Enforcers http://insected.arizona.edu/enforcers/ Insects are excellent models for the study of key biological concepts such as the interaction between predators and their prey. Understanding predator-prey interactions is integral to understanding population control of pest insects. Contact: Sharon Richards, 520/621-2590, insects@arl.arizona.edu ENGINEERING AND MINES, COLLEGE OF http://www.engr.arizona.edu/2_CO/index.htm CSEMS Scholarship Program http://www.cs.arizona.edu/people/mercer/csems/ The Computer Science, Engineering and Mathematics Scholarship Program allows students to focus more on their educational environment. In addition, students will be connected to the career/advising/mentoring services of the university through their designated CSEMS scholarship advisors. Each P.I. will work with a small group of scholarship recipients to ensure that the students are making progress towards their career goals and that they are taking advantage of the career services that are already in place. P.I.s will work with the students to investigate career options, including placement in graduate or professional schools or entering the workforce. Engineering Majors please contact: Ray Umashankar, 520/621-8103, rayu@u.arizona.edu Engineering Senior Day http://www.engr.arizona.edu/3_allhtm/prostucalendar.htm The College of Engineering will feature a full day of engineering! The day will include a college presentation, student panel, departmental tours and lunch. There will be additional informational sessions on Residence Life, what to expect from Orientation and more. Two Engineering Senior Days will be offered. This is an excellent opportunity to receive an intimate look at the college. Contact: Susie Bowers, 520/626-6218 or UA@engr.arizona.edu Engineering Merit Award A calculator is awarded to top junior students at 13 all-Native-American high schools in the Southwest region. Contact: Ray Umashankar, Engineering Bldg., 520/621-8103, rayu@u.arizona.edu Minerals, Where and Why http://www.u.arizona.edu/~mpoulton/outreach.htm Dr. Poulton is available to speak to classes. Contact: Dr. Mary Poulton, 520/621-8391, mpoulton@u.arizona.edu Engineering Ambassadors http://www.engr.arizona.edu/2_CO/engamb.htm Engineering Ambassadors are students who volunteer their time to educate middle and high school students on the diversity of engineering and enhance student recruitment to the College of Engineering. They represent all majors in the College of Engineering and share information about the University and college experience through a student's perspective. Upon request, Engineering Ambassadors will come to the classroom and conduct hands-on and/or demonstrations to students on engineering concepts. This is a favorite of the elementary schools. Contact: Susie Bowers, Engineering Bldg., 520/626-6218, UA@engr.arizona.edu Science Day http://shpe.arizona.edu/scienceday.html Each spring semester, the Society of Hispanic Professional Engineers (UA Student Chapter) sponsors Science Day for 200 sixth graders. The events include a chemistry "Magic Show," a campus tour, a student panel offering encouragement to study engineering and science, and a competition in which groups of sixth graders compete to build the tallest structure from common office supplies. Students are selected in an application process. Secondary School Teacher Institute http://www.erc.arizona.edu/Education/TeacherInst.htm To help improve science and math teaching and motivate and energize teachers, the Center offers a multi-week Secondary School Teacher Institute. At the Institutes, teachers intern in research labs or at local industries and based on that experience, develop new laboratory experiments and computer modules to integrate into their science and math courses. Contact: Charlotte Hamilton, 520/621-6051, Hamilton@erc.arizona.edu Summer Engineering Academy http://www.engr.arizona.edu/sea Two high school programs offered: one for next year's freshman and sophomores, the other for next year's juniors and seniors. The programs introduce hands-on engineering concepts using 3-D modeling software, design of aerodynamic cars and wind tunnel testing, visits to local high tech companies, speakers, homework and lunches are part of this program. Students are selected in an application process (including recommendation from a teacher or counselor). School transcripts are required. Women and minorities are encouraged to apply. Contact: Ray Umashankar, Engineering Bldg., 520/621-8103, rayu@u.arizona.edu Summer Research Experiences for Teachers Program NSF-Research Experiences for Teachers (RET) Program will support six teachers of all levels to participate in the on-going research in Materials Science and Engineering. Teachers will start the program together with undergraduate participants of the Research Experiences for Undergraduates program, in an intensive one-week training course. Scanning electron microscopy and microanalysis of materials, optical materials characterization, laboratory safety, and engineering ethics will be subjects of the course. Participants will then begin a research project that matches their interests, and in which they are able to apply their skills to topics involving the microstructure, characterization, and processing of advanced materials. The program will provide participants with an opportunity to learn, firsthand, the excitement and challenges of conducting research at the cutting edge of technology. A portion of the program is also designed for teachers to develop classroom materials that incorporate their research experiences. UA Multicultural Engineering Program http://www.engr.arizona.edu/3_allhtm/underg_mep.htm Staff provide tutoring, student counseling, and career counseling to undergraduate students and encourage/recruit students for graduate study in engineering. Contact: Ray Umashankar, 520/621-8103, rayu@u.arizona.edu Society of Hispanic Professional Engineers (UA Student Chapter) http://clubs.engr.arizona.edu/shpe/ The Society of Hispanic Professional Engineers (UA Student Chapter) engages in a number of outreach programs including Science Day. Contact: shpe@engr.arizona.edu Hydrology and Water Resources Department http://hwr.arizona.edu/ Sustainability of Semiarid Hydrology and Riparian Areas (SAHRA) http://www.sahra.arizona.edu/ SAHRA is a NSF Science and Technology Center focused on research and education issues related to water sustainability, particularly in the southwest. If you are interested in western water issues and hydrologic literacy then you should get to know the resources and people at SAHRA at the Department of Hydrology and Water Resources. The Center's education and knowledge transfer mission consists of: improving hydrologic literacy across a broad spectrum of users, maintaining a searchable database for materials and curriculum appropriate for hydrologic education in the Southwest, developing career pathways into sustainable water resource management, and K-12 teacher support. Contact: Jim Washburne, 520/626-4107, jwash@hwr.arizona.edu SPLASH http://www.sahra.arizona.edu/education/teachers/SPLASH.html SAHRA's Student-centered Program for Learning About Semiarid Hydrology (SPLASH) is a collaborative effort among high school science and social science teachers, scientists, and science educators to create and implement a regionally focused water curriculum. The curriculum is multidisciplinary, integrating the sciences and other academic fields. The project has a goal of creating and implementing a curriculum that emphasizes hydrologic literacy in the context of the semi-arid southwest. Contact: Jim Washburne, 520/626-4107, jwash@hwr.arizona.edu Integrating Inquiry and Water Issues Teacher Workshop http://www.sahra.arizona.edu/education/teachers/inquiry.html This workshop involves increasing hydrologic literacy while learning about student inquiry. The workshop demonstrates how to include water and inquiry into science curricula in ways that meet state science standards. Participants will participate in fieldwork and a Problem Based Learning (PBL) exercise. The course is divided into three parts: developing a need to know, acquiring a hydrological knowledge base, and applying learned knowledge. Following the course, four follow-up meetings will provide ongoing support to teachers as they implement pedagogical frameworks and specific activities in their classrooms. A graduate credit option is available. Contact: Jim Washburne, 520/626-4107, jwash@hrw.arizona.edu Sabino Canyon Display http://www.sahra.arizona.edu/education/main/sabino.html Individuals, families, and school groups visiting Sabino Canyon in Tucson, AZ are encouraged to use the interactive display in the Visitor's Center. This display provides current air temperature and flow rate conditions and uses animated graphics to explain the hydrology of the canyon. The interactive display is also available on-line. Teachers planning field trips to Sabino Canyon can have their students explore the display prior to the trip perhaps graphing flow rate trends or developing questions to be answered during the trip. Following a field trip, teachers are encouraged to have their students use the on-line version of the display to answer questions generated during the trip and clarify understandings of the canyon's hydrology. Teachers who are unable to take their students to visit the canyon can use the on-line display to help teach their students about the hydrology of the Tucson area. Global Learning and Observations to Benefit the Environment (GLOBE) http://www.globe.gov A NSF/NASA NOAA funded program promoting hands-on, school-based, international environmental research and science education that combines the use of comprehensive environmental educational materials with the opportunity for students to conduct hands-on science. GLOBE provides educational materials including a Teacher's Guide with age-appropriate materials, procedures for the GLOBE environmental measurements and student worksheets to assist students in making measurements and reporting their data. Local teacher training workshops are held twice a year. Contact: James Washburne, 520/626-4107, jwash@hwr.arizona.edu Water in Arizona: Teaching Resources (WATER), water education kits http://www.sahra.arizona.edu/water The goal of WATER is to facilitate the classroom implementation of hands-on, minds-on water education programs aligned with state standards. We provide classroom kits for check-out in Tucson, Sierra Vista, Maricopa County, and Flagstaff. The kits integrate related components from several well-established water education programs, including Project WET, Aquatic WILD, and GLOBE to provide meaningful and in-depth learning experiences for students. There are currently 6 kits available: Water Quality and Analysis (Basic and Advanced), Aquatic Life (Basic and Advanced), and Watershed Processes (Basic and Advanced). Basic and Advanced Urban Hydrology kits will be available by August 2005. Contact: Wylie Cox, 520-626-8683, cbitter@hwr.arizona.edu Materials Sciences and Engineering Department http://www.mse.arizona.edu/ Computer Network Laboratory for Microscopy Education http://biotech.arl.arizona.edu/education/programs/outreach.php Field trips are available and include hands-on experience on the Scanning Electron Microscope as well as demonstrations and experiments showing novel materials properties. Summer support for teachers is also available through the NSF funded Research Experience for Teachers program. For more information contact: Gary Chandler, 520/621-6078, gwc@sem.arizona.edu MEDICINE, COLLEGE OF http://www.medicine.arizona.edu/ Medcamp http://www.ahsc.arizona.edu/opa/medcamp/ Free, 3-day "mini-medical school" for high school students interested in a health career. MEDCAMP includes tours of the Arizona Health Sciences Center, lectures, lab, shadowing of healthcare professionals, and mentoring by medical students. Students have to be nominated by a teacher and have completed their 2nd or 3rd year of high school. Limited enrollment. Applications mailed to Arizona high schools in early March. Contact: Katie Riley, AHSC Office of Public Affairs, 520/626-7301, riley@u.arizona.edu Medstart http://www.ahsc.arizona.edu/multiculturalaffairs/index.html A six-week summer program for high school juniors interested in health careers, targeting especially, but not exclusively, minority, rural area and/or economically disadvantaged students. Students are required to take an English course to improve writing skills and to volunteer 12 hours a week in a local hospital or clinic. Other activities include seminars, tutoring and field trips. Contact: Office of Minority Affairs, 520/621-5531, azhealth@email.arizona.edu Minority Recruitment Project Familiarizes minority premed students, their friends, and families with the academic and other prerequisites for medical education. Information on all phases of premed life and preparation for the MCAT are included. Contact: Linda Don, 520/626-7146, ldon@u.arizona.edu National Institutes of Health Minority High School Student Research Program An eight-week hands-on research experience which allows minority high school students to learn about the medical school environment, get involved in research, and gain exposure to medical careers. Students work 40 hrs. a week during the months of June and July and are paid at least minimum wage. Contact: Grace Wagner, AHSC, 520/626-4181, msrp@u.arizona.edu National Institutes of Health K-12 Science Teachers Research Program http://www.msrp.medicine.arizona.edu/ A hands-on research experience in medical laboratories which allows K-12 science teachers to learn about the medical school environment, get involved in research, and gain exposure to medical careers. Teachers work 40 hrs. a week during the months of June and July and receive a stipend for the eight-week program. Contact: Grace Wagner, 520/626-4181, msrp@u.arizona.edu Summer Institute on Medical Ignorance http://www.msrp.medicine.arizona.edu/ The summer research program is sponsored by the National Institutes of Health and is open to K-12 educators who teach students from economically, educationally or socially disadvantaged backgrounds. During the program, teachers are given hands-on research experience in the College of Medicine laboratories and use their experiences with questioning to develop a new ignorance-based lesson. Teachers are paid for their work and have the opportunity to gain funding for future lessons. To qualify, participants must teach a significant number of disadvantaged students and be a U.S. citizen or permanent resident. To apply, teachers must complete an application, and include a letter of support from the principal, assistant principal or department head, along with a brief statement detailing what you hope to bring to and learn from the summer program. Contact: Grace Wagner, 520/626-4181, msrp@u.arizona.edu Summer Medical Education Program (SMEP) http://www.ahsc.arizona.edu/multiculturalaffairs/index.html The Summer Medical Education Program is a highly structured and intense six-week program designed to identify promising students who are interested in a career in medicine. SMEP provides students with practical experience to enhance their education and improve their competitiveness in the application process for medical school. SMEP is a free summer program designed to enrich the education of talented, under-represented minority premedical students. SMEP students are exposed to an academic enrichment program that provides them with the edge needed to complete effectively into medical school. Contact: Office of Minority Affairs, 520/621-5531, azhealth@email.arizona.edu PHARMACY, COLLEGE OF http://www.pharmacy.arizona.edu/outreach/ Southwest Environmental Health Science Center (SWEHSC) http://swehsc.pharmacy.arizona.edu The Community Outreach and Education Program (COEP) builds bridges between the research community of the Southwest Environmental Health Sciences Center and the general public as well as the K-12 community. COEP reviews, develops, and disseminates quality environmental health science K-12 curricula, plus develop and hosts K-12 teachers training workshops. COEP communicates with the community about local and common environmental health science concerns and share research results from SWEHSC investigators. COEP reaches outside the University of Arizona to develop, maintain, and utilize partnerships with local, state and federal agencies and organizations. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Promoting Understanding and Learning for Society & Environmental Health (PULSE) http://pulse.pharmacy.arizona.edu/ Looking to grab your students' attention? Environmental health and biomedical issues hit the newsstands everyday and students recognize that these issues are relevant to them. These issues act as the motivator for PULSE, and integrated, inquiry-driven high school curriculum. The PULSE curriculum is organized around major projects that demonstrate student learning while students explore the relevance of the content material to their community. PULSE emphasizes finding answers through scientific processes, library research, on the Internet and from other people. PULSE lessons are selected or designed so that students develop or refine invaluable skills while they are introduced to content. Every effort is made to integrate the content areas of science, English, social studies, and math in such a way that students understand the interconnectedness of these disciplines and giant insight into the way the real world works. Contact: Rachel Hughes, 520/626-0578, rahughes@u.arizona.edu Integrating Multiple Perspectives Across the Curriculum for Today and Tomorrow (IMPACTT) http://coep.pharmacy.arizona.edu/programs/impactt/ IMPACTT is a unique model that incorporates environmental health by using inquiry based innovative educational approaches to teach Science, Math, and Technology (SMT) integrated with English, Social Studies, and Health. The curriculum is organized around major projects that demonstrate student learning. IMPACTT emphasizes finding answers through the scientific process, library research on the Internet and from other people. IMPACTT lessons are selected or designed so that students develop or refine invaluable skills while they are introduced to content. Every effort is made to integrate the content areas of science, English, social studies, technology, and math in such a way that students understand the interconnectedness of these disciplines and gain insight into the way the real world works. Contact: Marti Lindsey, 520/626-7659, coep-info@phamacy.arizona.edu Air Info Now http://coep.pharmacy.arizona.edu/air/index.html The COEP partnered with the Pima County Department of Environmental Quality to develop educational materials related to air pollution and health for an EPA EMPACT (Environmental Monitoring for Public-Access and Community Tracking) grant. These materials complement the real-time air quality data now available to the public. The outreach components of the web site target three audiences, health professionals, the general public and K-12 education. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Chemicals and Human Health http://coep.pharmacy.arizona.edu/curriculum/chh/index.html This interactive website, developed in collaboration with The Biology Project at the University of Arizona, covers toxicology, the effects of metals on kidneys, and basic lung anatomy and function. One activity allows students to collect and analyze scientific data on the effects of second-hand smoke on lung development. This site is nationally recognized. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Basic Toxicology Lab Stations http://coep.pharmacy.arizona.edu/curriculum/basictoxlab/index.html Basic Toxicology Lab Stations contains a series of simple lab stations or demonstrations on basic toxicology concepts like dose-response, individual susceptibility, threshold, and how size affects dose. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu California Blackworms Curriculum http://coep.pharmacy.arizona.edu/curriculum/blackworms/index.html Introduce the principles of toxicology with a lab activity. By exposing blackworms to a toxicant in varying concentrations, participants collect and analyze data, and witness and discuss concepts - including exposure pathways, nature of effects, acute and chronic exposure, dose-response, and reversible and irreversible effects. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Cluster Busters: A Game of Disease Mystery Solving http://coep.pharmacy.arizona.edu/curriculum/clusterbusters/cluster_busters.html Cluster Busters is a unique science curriculum in which students research disease clusters that might be induced by environmental toxicants. In the process, students utilize a range of skills, draw from various academic subjects, and learn the issues and processes of disease cluster investigation. The game introduces the concepts of epidemiology, risk assessment, and toxicology. The process of investigation encourages logical thinking and problem solving and enhances student familiarity with research techniques and statistics. The curriculum currently has two cases (one is colon cancer the other is infant pulmonary hemorrhaging). Each case is based upon actual disease cluster investigations published in referenced scientific journals. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Good Cells Gone Bad http://coep.pharmacy.arizona.edu/curriculum/goodcells/good_cells.html This hands-on lesson helps students identify differences between cancer cells and normal cells. There is also a slide show that illustrates the processes of exposure to carcinogens, DNA mutation, tumor formation and growth, and metastasis. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Lemons and Onions http://coep.pharmacy.arizona.edu/curriculum/lemons_onions/index.html Based on the ToxRap, this educational and entertaining activity helps students understand how to evaluate environmental health problems. A hands-on lesson helps students understand how to evaluate environmental health problems. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Naturally Occurring Pesticides http://coep.pharmacy.arizona.edu/curriculum/natural_pesticides/index.html Students extract compounds from common plants or plant parts. Students then demonstrate that some of these plants produce pesticidal compounds by exposing insects to the extracts. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Race to Find the Cure http://coep.pharmacy.arizona.edu/curriculum/race_cure/index.html This activity simulates the extraction, identification, and separation of chemicals in or on plants using chromatography. Students work in groups representing different pharmaceutical companies racing to find the miracle cure for cancer. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Understanding Garbage and Our Environment http://coep.pharmacy.arizona.edu/curriculum/garbage/index.html This curriculum wants students to learn that managing garbage involves far more than taking the bags to the curb. It involves science, technology, politics, and personal values. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Tobacco Induced Mutations http://coep.pharmacy.arizona.edu/curriculum/tobacco/index.html Students expose bacteria to four different concentrations of tobacco extract and observe the dose-response mutagenic effect on the bacteria. The bacteria change from red to white when they mutate. Since mutations are an important precursor to cancer, this lab would work well in a unit on cancer or genetics. It would also complement discussion about toxicology or lab techniques commonly used in biological sciences. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu Microscopy K-12 Educational Resources http://coep.pharmacy.arizona.edu/curriculum/microscopy.html This site covers the history of microscopy and provides some fun web sites to visit that use microscopy. There are links to microscopy and/or imaging related materials for teachers, to useful microscopy & biology related web sites, to some that keep the physics to a manageable level, to web sites for those interested in microscopy as a hobby, and to some that give advice about purchasing a microscope. Contact: SWEHSC, 520/626-5594, swehsc-info@pharmacy.arizona.edu SCIENCE, COLLEGE OF http://cos.arizona.edu/sci_outreach/outreach_home.asp Teacher Preparation Program http://scied.mcb.arizona.edu/TPP_home.html The College of Science Teacher Preparation Program is designed for undergraduates or students who have completed their undergraduate science degrees. You can choose a teaching concentration in biology, chemistry, earth science, general science or physics. Contact: TPP, 520/621-1519, mjkramer@u.arizona.edu Adolescent Development and Learning Science__STCH 310 (Fall) This course provides an overview of the contemporary theories on student learning in science, adolescent development, and student motivation for learning. The course includes an in-school project with an experienced teacher. Prerequisite(s): or Concurrent registration, STCH 250. Chemistry Teaching Methods__CHEM 437A (Spring) This course seeks to serve as a formative experience for science education students before they begin student teaching. It is designed to open a space for discussions and reflection on methods and concerns specific to the chemistry classroom. Prerequisite(s): STCH 410, STCH 420. Identical to: PHYS 437A. Curriculum Decisions and Assessment in Science__STCH 420 (Fall) A course designed to give secondary science teachers experience making decisions about curriculum and assessing student learning. The course is taught in area secondary schools. Prerequisite(s): STCH 250, STCH 300; Concurrent registration, STCH 410. Consent of the College of Science Teacher Preparation Committee. Earth Science Teaching Methods and Materials__GEOS 401 (Spring) Instructional methods in laboratory and classroom, resources development, curriculum planning and assessment. Prerequisite(s): 22 units in earth sciences. May be convened with: GEOS 501. Independent Study__STCH 499 (Fall, Spring) Qualified students working on an individual basis with professors who have agreed to supervise such work. Physics Teaching Methods__PHYS 437 (Spring) Culminating course in preparation of physics teachers, with focus on teaching issues specific to physics. Course will include application of inquiry-centered methods to typical high-school physics topics, identification and correction of student misconceptions, management of classroom discourse, and use of technology for data collection and analysis. Course will meet every day for the first three weeks of spring semester, prior to start of student teaching. Course assignments will continue throughout the semester, integrated with the student-teaching experience. Prerequisite(s): PHYS 381; PHYS 499 or PHYS 445A-F; PHYS 141, 142, 241, 242 or PHYS 141H, 142H, 241H, 242H or PHYS 151, 152, 251, 252. Concurrent registration: STCH 494 and 496. Admission to the College of Science Teacher Prep program. May be convened with: PHYS 537. Science Instruction in the Secondary Schools__STCH 410 (Fall) This course provides an overview of the contemporary theories on student learning in science, adolescent development, and student motivation for learning. The course includes an in-school project with an experienced science teacher. Prerequisite(s): STCH 250, STCH 300; Concurrent registration, STCH 420. Consent of the College of Science Teacher Preparation Committee. Science Teaching Practicum__STCH 494A (Spring) This practicum provides secondary science teachers with student teaching experiences under the supervision of experienced classroom teachers. Responsibility for teaching will increase gradually throughout the semester. Prerequisite(s): STCH 250, STCH 310, STCH 410, STCH 420; Concurrent registration, STCH 496A; 40 credits of science and mathematics courses; admission to the College of Science Teacher Prep program Science Teaching Practicum__STCH 495A (Fall) This practicum provides secondary science teachers with student teaching experiences under the supervision of experienced classroom teachers. Responsibility for teaching will increase gradually throughout the semester. Prerequisite(s): STCH 250, STCH 310, STCH 410, STCH 420; Concurrent registration, STCH 496A; 40 credits of science and mathematics courses; admission to the College of Science Teacher Prep program. Science Teaching Seminar__STCH 496A (Spring) This weekly one-hour seminar will provide secondary science teachers with opportunities to discuss aspects of their student teaching experiences with peers and university supervisors. Prerequisite(s): STCH 250, STCH 310, STCH 410, STCH 420; Concurrent registration, STCH 494A; 40 credits of science and mathematics courses; admission to the College of Science Teacher Prep program Sustaining Partnerships in K-12 Science and Mathematics__STCH 595A (Fall) This seminar will help students involved in K-12 science and mathematics education work more effectively with K-12 educators. Students will participate in discussions, practical exercises and problem solving to develop their teaching and communication skills. Graduate-level requirements include preparation of select presentations, lead discussions in class and online through POLIS. May be convened with: STCH 495A. Teaching Biology__ECOL 401 (Fall) Study of new methods in instruction and ideas on course content and behavioral objectives. Designed for prospective bio. teachers in secondary schools. Prerequisite(s): 12 units of biology. Typical structure: 1 hour lecture, 3 hours laboratory. May be convened with: ECOL 501. Teaching Biology Labs__BIOC 433 (Spring) Preparation and teaching of lab and field exercises for high school biology. Includes brief high school teaching experiences. Designed for prospective high school biology teachers. Prerequisite(s): open to prospective biology teachers only; 12 units of biology. Identical to: ENTO 433. May be convened with: BIOC 533. Teaching Science __STCH 250 (Fall) An introduction to secondary science teaching. Appropriate for students exploring science teaching as a career and required for students in the College of Science teacher preparation program. Includes science classroom observations. Prerequisite(s): Sophomore standing. Astronomy Department http://www.as.arizona.edu/outreach/outreach.html/ Astronomy Camps for Teens http://www.astronomycamp.org/teencamp.html Two one-week camps, either beginning or advanced sessions, are offered for students ages 13-19 years. The program is advertised nationally through the UA Alumni Association. Students learn about astronomy, physics, and engineering by DOING hands-on exploration with large telescopes (40-60Ó diameter) and modern instruments available at Mt. Lemmon Observatory north of Tucson. This approach, together with guest lectures and experiments, reinforces lessons taught in schools and provides opportunities for students to begin career planning. Partial scholarships are available based on financial need. Further information is available from the Astronomy Camp Home Page. Contact: Don McCarthy, 520/621-4079, dmccarthy@as.arizona.edu Astronomy Camps for Adults http://www.astronomycamp.org/adultcamp.html Self-supporting camps for adults are offered at both beginning and advanced levels. Participants use Steward Observatory telescopes on Mt. Lemmon to observe and photograph stars and planets, hear internationally recognized astronomers speak on topics ranging from archaeoastronomy to space missions and stay in astronomers' dormitories on the mountain for the weekend. The Advanced Camp uses the premier 61-inch telescope on Mt. Lemmon with state-of-the-art CCD electronic cameras. Contact: Don McCarthy, 520/621-4079, dmccarthy@as.arizona.edu Astronomy Camp for Teachers http://www.astronomycamp.org/teacher_camp.html Participants will experience the life of an astronomer, observing four nights with the 40, 60, and 61-inch telescopes equipped with photographic and CCD cameras, spectrographs, and other instruments. Other activities include lectures and interaction with professional astronomers as well as sharing of innovative demonstrations and tested classroom materials. Contact: Don McCarthy, 520/621-4079, dmccarthy@as.arizona.edu Astronomy Club http://www.physics.arizona.edu/~shaffer/astroclub/ Offers lecture series, field trips, star parties, volunteer tutoring and special projects. Biweekly meetings at Steward Observatory. Science Connection http://student.biology.arizona.edu/sciconn/ Science Connectors are primarily undergraduate students who visit classrooms, elementary through high school, to do hands-on science activities in the Tucson area. Undergraduates join Science Connectors because they enjoy sharing their enthusiasm for science and scientific inquiry with children. Teachers may request a Science Connector by filling out a Teacher Request Form found at the website. Contact: Gail Burd, 520/621-1544, gburd@u.arizona.edu Lessons developed by Science Connectors These lesson plans were developed by Science Connectors or modified by Science Connectors from existing activities. These activities cover a range of grade levels, but most of them may be easily modified to fit individual classroom use. Introduction to Science http://student.biology.arizona.edu/sciconn/scientist_lesson.html Explore What Makes a Scientist! Biology http://student.biology.arizona.edu/sciconn/biology.html These labs cover neuroscience, general anatomy and physiology, and environmental science and animal biology. Earth Science Labs http://student.biology.arizona.edu/sciconn/earthscience.html Includes labs on earth science topics like erosion. Chemistry Labs http://student.biology.arizona.edu/sciconn/chemistry.html These labs cover basic chemistry concepts such as freezing point, moles as a type of measurement, oobleck and glurch, and metals and non-metals. Physics Labs http://student.biology.arizona.edu/sciconn/physics.html Currently includes projects involving electricity, buoyancy and light. Math Labs http://student.biology.arizona.edu/sciconn/math.html This lab uses candy to learn about probability. Steward Observatory Public Evenings http://viking.as.arizona.edu/~taf/pubeve/pub_lect.html Since 1924 Steward Observatory has been hosting public evening lectures in astronomy. The lectures are usually held Monday nights at 7:30 pm in room N210 of Steward Observatory. (Steward Observatory is located at 933 N. Cherry Ave. near the NE corner of the UA campus.) After each lecture, the 21-inch telescope will be open (weather permitting) to view the night sky. All of the lectures and the use of the telescope are free of charge and open to the general public. In addition to these organized efforts, individual faculty, staff and students of the Observatory answer public questions about astronomy, give nighttime star parties for small groups, and visit local schools to share their enthusiasm for astronomy and science. Contact: Astronomy Department Office, Steward Observatory, 520/621-2288 UA Mirror Lab Tours http://mirrorlab.as.arizona.edu/MISC.php?navi=tours The Steward Observatory Mirror Lab located next to Arizona Stadium on the UA campus offers frequent guided tours to students, visiting astronomers, astronomy clubs and the general public. On any given day, the Mirror Lab may contain $20 million worth of large telescope optics in fabrication. Tour procedure can be found at the website. Contact: Ann Klocko, 520/621-1022, aklocko@as.arizona.edu Undergraduate Research Opportunities Upper division Astronomy majors are given opportunities, and receive credit, to participate in astronomical research during the academic year and summer months at the UA and other astronomical institutions in the country. Contact: John Bieging, 520/621-4878 jbieging@as.arizona.edu Biochemistry and Molecular Biophysics Department http://www.biochem.arizona.edu The Biology Project http://www.biology.arizona.edu/DEFAULT.html The Biology Project, an interactive online resource for learning biology developed at The University of Arizona. The Biology Project is fun, richly illustrated, and tested on 1000s of students. It has been designed for biology students at the college level, but is useful for high school students, medical students, physicians, science writers, and all types of interested people. Teachers can assign problems sets for reviews before exams, or may want to assign an activity before students cover that topic in their laboratory. Computers are an excellent means of encouraging cooperative learning, so teachers might even have their students work in small groups. General Biology Program for Secondary Teachers http://biology.arizona.edu/sciconn/ The General Biology Program for Teachers offers graduate-level courses and enrichment opportunities for biology teachers. The program was designed to address the needs of middle and high school biology teachers for graduate-level biology courses, taught at times when they could participate. Courses are offered at times when teachers can attend: evenings, weekends, and school vacations. Because the courses are graduate-level, they meet many school districts' requirements for salary increment credit. Courses are divided into the following categories: School-year courses: One-unit Current Topics for Biology Teacherscourses meet for 15 hours, either evenings or weekends. Topics vary based on the interests of teachers and availability of instructors. The courses are designed to provide science content in the context of teaching the content to middle or high school students, so every attempt is made to incorporate hands-on activities and field trips. Summer courses: Summer provides teachers with more time to devote to their own continuing education. Most of the summer courses are two- or three-unit courses that emphasize either biology content or biology teaching. Many of our summer courses are core courses for our innovative master's degree program. However, the courses are open to teachers who are not interested in pursuing a master's degree as well. Master's degree in General Biology This innovative master's degree program takes place almost exclusively over the summers, so that teachers need to complete only minimal course work while they are teaching. Teachers in the master's degree program take courses during the first summer of the program; during two subsequent summers, they do research under the supervision of University of Arizona biological sciences faculty. They write and defend a thesis, and create, classroom test, and disseminate to other teachers a lesson unit based on their research experiences. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Courses include: Astrobiology__ASTR507 http://biology.arizona.edu/sciconn/astrobiology.htm An introduction to the interdisciplinary study of the origin, evolution, distribution, and destiny of life in the universe, designed for middle and secondary science teachers. The course uses mini-lectures augmented with collaborative group activities. No prior formal coursework in astronomy is expected. Offered in SSI only (3 units). Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Biology Update 1 http://biology.arizona.edu/sciconn/Biology_update1.htm This two-unit course will focus on recent advances in the understandings of, and new applications in, cellular and molecular aspects of biology. Specifically, the impact of emerging technology on individuals and society will be investigated. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Biology Update 2 http://biology.arizona.edu/sciconn/Biology_Update2.htm This two-unit course will focus on recent advances in the understandings of basic biology and on new applications, specifically genetics, ecology, evolution and systematics. Day field trips are included. Open to middle and high school science teachers only. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Biology Update 1 & 2__BIOC 623a-623b http://biology.arizona.edu/sciconn/CoursesforTeachers.htm This two-part course will focus on recent advances in the understanding of basic biology and on new applications. The first part of the course focuses on cellular and molecular aspects of biology while the second part focuses on genetics, ecology, evolution and systematics. Biology Update 1 and 2 may be taken in any order. Required for students pursuing the Master's Degree in General Biology. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Secondary Biology Laboratory Curricula__BIOC 633 http://biology.arizona.edu/sciconn/Secondary_Biology_Lab_Curricula.htm Exemplary secondary science curriculum materials (GEMS, Wisconsin Fast Plants, BSCS, SSCS) and current pedagogical approaches (constructivism, cooperative groups) which actively engage students in problem solving and critical thinking will be used and studied. Science education reform (Fulfilling the Promise, Project 2061, Benchmarks, National Science Standards) is discussed to place the use of laboratories in teaching into the broader context of the national recommendations for science education. During the following school year, teachers incorporate a new lab or pedagogical approach into their teaching. One unit of Independent Study (an email class) is required for this follow up. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Recombinant DNA Techniques__BIOC597A http://biology.arizona.edu/sciconn/RecombinantDNA.htm Meet the molecules and tools used by researchers to make recombinant foods, sequence the human genome, and analyze stains on cocktail dresses! You will learn the techniques of modern molecular biology, gain comfort with "biology as a second language," learn ways to teach about biotechnology using manipulatives and lab activities, and bring biotechnology into your classroom. Offered in SSI only (2 units). Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Muscle Biology http://biology.arizona.edu/sciconn/Muscle_Biology.htm Small group discussions on current muscle biology topics. Scholarships for in-service teachers. Contact: Cindy Rankin, 520/621-3104, crankin@u.arizona.edu Topics in Muscle Biology__BIOC 597C http://biology.arizona.edu/sciconn/Topics_in_Muscle_Biology.htm Courtesy of a grant from the Howard Hughes Medical Institute, in-service middle and high school teachers who enroll in this course will receive a scholarship. Contact: Cindy Rankin, 520/621-3104, crankin@u.arizona.edu Microscopy for Teachers http://biology.arizona.edu/sciconn/microscopy_for_teachers.html This 1-unit, graduate-level course will cover the basics of light and electron microscopy. The format will be hands-on laboratory exercises, including time on both the scanning and transmission electron microscopes. Alignment, adjustment and maintenance of light microscopes found in the classroom will be covered also. The goal of this class is to incorporate hands-on microscopy into your classroom curriculum. The Electron Microscopy Facility staff will be available during and following the course to assist you in executing this goal. Other forms of microscopy and their applications will be discussed, and handouts will be provided. Courtesy of a grant from the Howard Hughes Medical Institute, in-service middle and high school teachers who enroll in this course will receive a scholarship (There is a cost for enrolling for 1 unit of credit.). This class is open to degree and non-degree-seeking students. Class size is limited to 8 persons. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Water in Arizona: Resources for Teachers, Water Education Kit and Classroom Support Workshop http://uawater.arizona.edu/pubs/bulletins/Elfring.pdf The WATER project is a new, standards-based water education program to use in your 4th-12th grade classrooms. The goal is to facilitate classroom implementation of hands-on, minds-on water education programs aligned with state standards. WATER integrates related components from several well-established water education programs, including Project-WET, Aquatic WILD, and GLOBE, to provide more meaningful and in-depth learning experiences for students. WATER has two key components to support teachers in their classrooms: materials kits that can be checked out and water education specialists who can help in the classroom. The kits are built around proven activities and provide background information, master copies of activities, and class sets of all needed equipment and materials. Teachers attending this workshop will be trained in the use of four kits: Basic Water Quality (grades 4-8), Advanced Water Quality (grades 7-12), Basic Aquatic Life (grades 4-8), and Advanced Aquatic Life (grades 7-12). The Water Quality Kits use activities from GLOBE and Project WET's Healthy Water, Healthy People. The Aquatic Life kits use activities from Aquatic WILD and Project WET's Healthy Water, Healthy People. The WATER team members are available to assist with classroom implementation of the kits. All participants will be encouraged to schedule kit use at the end of the workshop, and a follow-up project is required. Courtesy of a grant from the Howard Hughes Medical Institutes, in-service middle and high school teachers who wish to obtain graduate-level credit will receive a scholarship towards the cost of this course (There is a cost for enrolling for 1 unit of credit.). Alternatively, a non-credit option is available, and professional development credit hours towards re-certification will be earned. Teachers not currently enrolled in a degree program at the University of Arizona may take this class as a non-degree student. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu General Biology Lesson Plans http://biology.arizona.edu/sciconn/lessons2/lessons.html Spiders: An Organism for Teaching Biology http://biology.arizona.edu/sciconn/lessons2/scheidemantel/overview.htm In this unit, the students explore basic ecology concepts and scientific processes using spiders as model organisms. They capture spiders, observe and care for them, and use them to answer their own questions about spider behavior. Modeling the process of a research scientist, each team of students designs and conducts their own experiment. Simultaneously, the class collaborates on joint projects investigating feeding rates of spiders (by pooling individual feeding data) and their importance in controlling the numbers of insects (by conducting a field study on or near school grounds). Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu The Behavior of Ants http://biology.arizona.edu/sciconn/lessons2/Shindelman/Objectives.htm Middle school students will use the steps of the Scientific Method to independently develop and test their own ideas through experimentation with ants. Students will take part in a four-part study of the behavior of ants. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Arizona Hedgehog Cactus: Endangered Species or Not? http://biology.arizona.edu/sciconn/lessons2/Alongi/Lesson_overview.htm This unit is designed primarily to bring the scientific process skills of the research scientist into the high school classroom. The investigation applies molecular biology techniques to answer an evolutionary question, and it demonstrates the often interdisciplinary nature of research science. A unit of lessons for Advanced Biology Students at the High School Level. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Teaching People Plant Collecting http://biology.arizona.edu/sciconn/lessons2/Barber/overview.htm Collecting, preserving and naming plants is a great "hands-on" way to introduce students to field biology. By applying the five activities presented here, students will become real scientists. They will use all the steps field biologists use when making a scientific plant collection. Designed for middle school students. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Alien Plant Invasion: A Field Study Project at Saguaro National Park http://biology.arizona.edu/sciconn/lessons2/Carpenter/Overview.htm This unit of lessons is designed to bring scientific process skills and current research into the high school classroom through a field study project at Saguaro National Park West in Tucson, Arizona. The park monitors the organisms that live there in order to allow the natural ecosystems to be preserved for the future. The students will assist park rangers in these efforts while learning and using the scientific method, gaining knowledge about plants, the desert, and population interactions (ecology). Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu What's Wrong with the Plants? http://biology.arizona.edu/sciconn/lessons2/Loredo/Overview.htm This lesson unit is designed for high school biology students who have a working knowledge of plant anatomy and physiology. Students will sharpen their investigative skills as they attempt to determine what is wrong with some unhealthy plants. They will design and (possibly) carry out an investigation to determine possible causes of the plants' sickness. After researching common causes of plant diseases, they will learn more about the cause of the sickness in their own plants. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Drosophila Melanogaster and Mendelian Genetics http://biology.arizona.edu/sciconn/lessons2/Geiger/prelude.htm These lessons are designed to teach high school students how to use the fruit fly, Drosophila melanogaster, to apply their knowledge of Mendelian genetics. After the students sharpen their observations skills by looking closely at the various life stages of the fly, they set up matings to follow the inheritance of easy to observe dominant and recessive mutations. Tips for the teacher on how to rear and use fruit flies are included. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Ecology of the Sonoran Desert Soil Crusts http://biology.arizona.edu/sciconn/lessons2/Murray/Overview.htm When you walk in the desert and encounter what looks like old asphalt on the ground, that "old asphalt" is most likely a desert soil lichen. This unit for high school students examines what characteristics the lichens share with other living organisms, sharpens students' observation and descriptive skills, and makes students more aware of the desert environment in which they live. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Diffusion, Osmosis and Cell Membranes http://biology.arizona.edu/sciconn/lessons2/McCandless/page1.htm Students will explore some of the properties and processes of the cell membrane including permeability, passive transport, equilibrium, diffusion, osmosis, cell tonicity and rates of diffusion. Students will perform a number of laboratory activities intended to lead them to a thorough understanding of the importance of a cell membrane and the physical processes of diffusion and osmosis. Designed for middle and high school students. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Mutualism and Co-Evolution http://biology.arizona.edu/sciconn/lessons2/Roxane/co_eval.htm This unit of lessons is designed for eighth grade science students though could be adapted for students in grades sixth through ninth. It is a unit of lessons that uses a variety of methods and approaches to teach flowering plant biology which includes seed germination; plant growth and food production through photosynthesis; plant transpiration and respiration; sexual reproduction focusing on flower structure, function and cross-pollination. By also studying the structure and function of a variety of plant pollinators, students will easily comprehend the concepts of mutualism and co-evolution. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Extracting and Analyzing Our Own DNA http://biology.arizona.edu/sciconn/lessons2/Vuturo/vuturo/page1.htm These activities are designed to introduce high school students to current molecular biology techniques while building upon their understanding of cytology and genetics. Students will participate in the extraction and agarose gel electrophoresis of their own DNA. They will learn fundamental molecular biology skills and concepts through a series of hands-on laboratory activities. They then apply what they know about DNA profiling and Mendelian genetics to a real case study by interpreting DNA profiles and study behavioral data in order to determine why Harris' hawks form cooperative nesting groups in the Southwest United States. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Marine Biology http://biology.arizona.edu/sciconn/lessons2/Chandler/page1.htm In this interdisciplinary unit, advanced high school biology students study the physical and biological factors that affect life in the oceans. Topics include physical oceanography, ecology, and taxonomy. The author completes this unit with field trips to Puerto Penasco, Mexico, and Santa Catalina Island, California, but the unit can stand on its own without the field trips. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Neurobiology http://biology.arizona.edu/sciconn/lessons2/renfro/intro.htm These activities help high school students to understand the basic structures and molecules that allow the nervous system to function through modeling and research. In addition, a behavioral study on insects allows students to examine some of the behaviors governed by the nervous system. All these activities are designed for group work and incorporate students in the design of projects and the assessments. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Sources for Genetic Diversity http://biology.arizona.edu/sciconn/lessons2/lessons.html A lesson for high school students wishing to learn about the three genetic events that give rise to biological diversity. Requires a good understanding of mitosis, meiosis, chromosome structure, homologous chromosomes, fertilization, sexual vs. asexual reproduction, and diploid vs. haploid number. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu The Summer Program for Teachers of Biological Science - A Non-Degree Program in General Biology http://biology.arizona.edu/sciconn/ If you wish to take just 1 or 2 courses to update your education and skills, you may prefer the non-degree option. You may select those courses that would best meet your needs from those courses offered in the degree program. Contact: Ellie Warder, 520/621-5903, warder@u.arizona.edu Biology Update 1 & 2 BIOC 623a-623b (See description under Master of Science Degree) Secondary Biology Laboratory Curricula BIOC 633 (See description under Master of Science Degree) It all Adds Up! An Exploration Integrating Life Science and Math http://biology.arizona.edu/selo/italladdsup.html The program seeks to support K-8 teachers as they develop their own life science content background in an inquiry-based manner and develop integrated math and science lessons. Teachers who use FOSS Insects, Structures of Life or Diversity of Life modules will find this experience particularly useful. Contact: Rachael Hughes, 520/26-7088, rahughes@email.arizona.edu The Science Education Partnership Award Program http://biology.arizona.edu/sciconn/Sepa.htm In order to understand and be able to teach effectively about modern biology, teachers must have a thorough background in the concepts that unify the field, and they must also understand and be able to communicate about research process that leads to new discoveries. When teachers want to bring an element of "real-life science" into the classroom in order to engage their students, they often find that they are limited by a lack of material or financial resources, since the materials necessary to do modern biology in the classroom can be very costly. This project aims to address several issues that can interfere with teachers' ability to teach about modern biomedical sciences. Through an award from the Science Education Partnerships Program at the National Institutes of Health, we: °Offer two graduate-level summer courses in cell and molecular biology, Biology Update 1 (BIOC 623a) and Recombinant DNA Techniques (BIOC 597a) to middle and high school teachers with appropriate undergraduate preparation in cell and molecular biology. °Provide scholarships for teachers whose background in cell and molecular biology is weak so that they can take undergraduate-level courses that will prepare them for our graduate courses. °Offer teachers pursuing a master's degree in the General Biology Master's Program the opportunity to do biomedical research under the supervision of over sixty University of Arizona biologists. °Provide teachers with the time and materials to develop biology units for their classrooms or to do action research on curricula related to their research experiences, and provide them with the financial, equipment, and technical resources they need to implement biomedical science activities in their classrooms using exemplary teaching methods. °Provide teachers with the opportunity to share their ideas and experiences by giving local workshops for other teachers and presentations at state and national science education meetings. Chemistry Department http://www.chem.arizona.edu/ Chemistry Demonstration Programs http://spacegrant.arizona.edu/precollege/science_speakers/elementary.cgi#Chemistry The Chemistry Department, in conjunction with the Southern Arizona Section of the American Chemical Society, is conducting a demonstration program for local schools. The goal of this program is to arouse interest in science in young people by presenting demonstrations which illustrate basic chemical principles. The Chemistry Department also enlists chemistry students, including undergraduates, to travel throughout TucsonÕs public schools to give chemistry demonstrations to science classes. Alpha Chi Sigma, the chemistry fraternity, plays a key role in this volunteer effort. As many as 4,000 public school students are reached through this program. Contact: Wayne Adickes, 520/621-2862, adickes@u.arizona.edu Student Affiliates of the American Chemical Society http://www.chem.arizona.edu/saacs/ A student organization which offers departmental tours, of local chemistry companies, semiannual undergraduate research information sessions and research seminars, and service at professional conferences. Contact: Wayne Adickes, 520/621-2862, adickes@u.arizona.edu Computer Sciences Department http://www.cs.arizona.edu Association for Computing Machinery (ACM) http://www.cs.arizona.edu/acm/ Institute for Electrical and Electronic Engineers (IEEE) - Data Engineering Databases, in particular time-varying databases. Contact: Jim Boyless, Electrical and Computer Engineering Bldg., 520/621-6171, jboyless@u.arizona.edu Ecology and Evolutionary Biology Department http://eebweb.arizona.edu Biotechnology Laboratory for Arizona Science Teachers http://eebweb.arizona.edu/faculty/moran/HSBiotech06.htm An intensive summer lab course in DNA technology for secondary school science teachers who have already taken the Recombinant DNA Techniques (BIOC 597a) course or its equivalent. Use molecular techniques of PCR, DNA sequencing, and computer BLAST searches to learn how genes and molecules are linked to the ecology of many species. What genes help animals cope with global warming? How do the genes of hosts and microbes work together in intricate symbiosis to create innovations in nature such as corals with their symbiotic algae and aphids with their symbiotic bacteria? Explore the answers to these questions and generate related activities for your classroom in this hands-on laboratory course. Taught by Dr. Katrina Mangin in association with Dr. Nancy Moran, both in the Department of Ecology and Evolutionary Biology, University of Arizona. Courtesy of a grant from the National Science Foundation, in-service middle and high school teachers will receive a scholarship. Contact: Katrina Mangin, 520/626-5076, mangin@u.arizona.edu Galapagos Marine Ecology for Teachers http://eebweb.arizona.edu/courses/galapagos/ Galapagos Marine Ecology (ECOL 496O/596O) A 3-unit UA summer session course for secondary school science teachers and upper division undergraduates, held in the Galapagos Islands, Ecuador. Spend three weeks in the Galapagos and visit with giant tortoises, marine iguanas, nesting waved albatrosses and other animals that have evolved in this unique living laboratory of evolution. Each student does an independent research project in marine ecology and conservation and participates in a one week service project helping the youth of Galapagos. Contact: Katrina Mangin, 520/626-5076, mangin@u.arizona.edu Amphibian and Reptile Collection http://eebweb.arizona.edu/collections/Herp/Amphibian.htm The University of Arizona (UAZ), Herpetology Collection houses over 56,000 cataloged specimens. The holdings for this Legacy Collection span forty-six countries from six contents, and include specimens from forty-five U.S. states and territories, as well as thirty Mexican states. The principal strength of this collection, however, resides in extensive holdings from the Southwestern United States, Northern Mexico, and the possession of the single best assemblage of amphibians and reptiles from the states of Arizona and Sonora in the world. Fully seventy-eight percent of the collection's specimens originate from these two states. Other regions with coverage include Central America, South America, Europe, Asia, Africa, Australia, Malaysia, and the Middle East. Contact: George Bradley, 520/621-3187, gbradley@u.arizona.edu Bird Collection http://eebweb.arizona.edu/collections/birds.htm The University of Arizona's Bird Collection containing over 17,600 cataloged specimens is the largest bird collection in the state. Specimens include traditional study skins, taxidermy mounts, wings, tails, disarticulated skeletons, nests, eggs and the Arizona Bird Committee's photographs and records. The collection was begun in 1884 by Arizona resident Herbert Brown. The current geographic representation of the collection in decreasing order of importance is: Arizona, Sonora, Southwestern United States, Northwestern Mexico, North America and other continents. The Bird Collection is housed on the University of Arizona's main campus in room 117 of the Biological Sciences East Building. Contact: Tom Huels, 520/621-7292, TRHuels@u.arizona.edu Desert Discovery http://desertdiscovery.arizona.edu/mainmenu.html Desert Discovery is an outreach program in desert ecology which offers hands-on, inquiry-based workshops held at the University of Arizona campus for elementary and middle school students (grades 4-8). The program focuses on the ecology of the Sonoran Desert region. Desert Ecology in the Classroom http://eebweb.arizona.edu/links/desert/ This website is intended to provide ideas and examples of concepts, lesson plans, field trips, and resources to help high school teachers teach desert ecology in the Tucson, Arizona area. Though field trip ideas and resources are local, many ideas can be used in any part of the country, and can also be adapted for use with younger students. These ideas are based on available programs and ideas from educators, as well as my studies of science education, but they have not been tested in actual classrooms. Fish Collection http://eebweb.arizona.edu/collections/fishcoll.htm The University of Arizona Fish Collection includes more than 12,000 lots representing over 950 species and approximately 175,000 specimens. There are over 2,300 cataloged collections, the earliest of which was made in 1925 and the most recent in 1998. However, the majority of the collections (ca 75%) were made between 1964 and 1978. The geographic coverage of the Fish Collection is primarily the Tropical Eastern Pacific, especially the Gulf of California. Another significant element is freshwater fishes from Arizona and northwestern Mexico. The Fish Collection is curated by Dr. Donald A. Thomson and Dr. Peter N. Reinthal, and is housed on the main campus of the University of Arizona in Biological Sciences East room 2. Contact: Dr. Peter Reinthal, 520/621-7518, pnr@u.arizona.edu Invertebrate Collection http://eebweb.arizona.edu/collections/inverts.htm The University of Arizona Invertebrate Collection consists of approximately 20,000 lots of invertebrates from all of the major metazoan phyla. The most significant components of the collection are dried mollusk shells and arthropods preserved in 70% ethanol. Species indigenous to the southwestern United States and northwestern Mexico, including the Gulf of California, form the majority of the holdings. A collection of dried mollusk shells from the Philippines and the endowed Benton Shell Collection are also important components of the collection. The Invertebrate Collection was built primarily by the former curators, Dr. Albert R. Mead (1950s to 1967) and Dr. Walter B. Miller (1967 to 1980s). Currently curated by Dr. Donald A. Thomson and Dr. Peter N. Reinthal, the collection is housed on the main campus of the University of Arizona in Biological Sciences East room 1F. Contact: Dr. Peter Reinthal,, 520/621-7518, pnr@u.arizona.edu Mammal Collection http://eebweb.arizona.edu/collections/mammals.htm The Mammal Collection contains over 25,000 specimens including skins and skeletons. Its main geographic coverage is Arizona and Sonora but there is also broad, worldwide representation at the family level. This is the largest mammal collection in the state, and it has ranked 21st in size among all North American collections of Recent mammals. The Mammal Collection was built by several individuals starting with Herbert Brown around the turn of the century. In particular, Emeritus Professor Lendell Cockrum was its main developer and he continues to be actively interested in the collection. Dr. Michael Nachman is the Curator of Mammalogy and Dr. Yar Petryszyn is Collection Manager. Contact: Dr. Yar Petryszyn, 520/621-7291.mangin@u.arizona.edu Tucson Bird Count http://www.tucsonbirds.org/ The Tucson Bird Count (TBC) is a cooperative project begun by members of Tucson's science, conservation, and birding communities. Each year, TBC volunteers (each on a morning of their choosing) collect data on the abundances and distributions of bird species from hundreds of sites in and around the Tucson area. In addition to being a lot of fun, the TBC emphasizes a scientifically rigorous survey design to ensure quality data for a number of uses. GLOBE (Global Learning and Observations to Benefit the Environment) http://eebweb.Arizona.edu/faculty/mangin/globecoastal/index.html Faculty from the departments of Hydrology and Ecology and Evolutionary Biology direct fresh water and marine investigations done by students in K-12 schools worldwide. Contact: Katrina Mangin, 520/626-5076, mangin@u.arizona.edu Herbarium http://ag.arizona.edu/herbarium/ The herbarium at the University of Arizona houses the world's best scientific collection of vascular plants from the arid Southwest. Our collections document the exciting biological diversity of our region and are completely available to the public. Contact: Dr. Steve McLaughlin, 520/621-8577, spmcl@ag.arizona.edu Marine Discovery http://marinediscovery.arizona.edu Marine Discovery! at the University of Arizona provides on-campus workshops in marine biology for local elementary and middle school children (grades 3-8). Undergraduates do all of the instruction in the on-campus workshops, which include a shark and squid dissection, a hands-on living tide pool, a conservation game show, and microscopic investigation of live marine animals. Marine Discovery lesson plans for grades K-12 are available on-line at http://learningonline.arizona.edu). Marine Discovery is funded by the Howard Hughes Medical Institute and the Department of Ecology and Evolutionary Biology. Contact: Katrina Mangin, 520/626-5076, mangin@u.arizona.edu; To make reservations, contact 520/621-4946. Plants of the Desert__EEB 414/514 Designed for teachers and others wishing to become familiar with common native and cultivated plants; identification, ecology, and uses. May be convened with 514. Contact: Susana Noriega Edmond, 520/621-1588, snoriega@u.arizona.edu Geosciences Department http://www.geo.arizona.edu Nyanza Project http://www.geo.arizona.edu/nyanza/index.html The Nyanza Project is a research training program in tropical lake studies, open to undergraduates, graduate students and secondary school teachers. The program's goal is to provide an opportunity for participants interested in various aspects of aquatic sciences (paleoclimatology, limnogeology, biology, limnology) to learn what is involved in doing field research on large lakes through active participation and to stimulate graduate study and career interest among students in these fields. As a member of the Nyanza Project you will have an opportunity to get involved in some of the most exciting lake research projects going, based at one of the world's oldest and deepest lakes, Lake Tanganyika, in central Africa! You will have an opportunity to study and work with some of the leading scientists investigating various aspects of this fascinating lake, doing research on a diversity of topics ranging from the paleoclimatic history of tropical lakes and the formation of rift valley lakes, to the evolution of the numerous species found only in Lake Tanganyika, to the impact that humans have had on the lake's modern ecosystem. Society of Earth Science Students (SESS) http://www.geo.arizona.edu/SESS/ Undergraduate geology club provides extracurricular activities and field experience in the earth sciences with field trips around the southwest including Sonora, Mexico. Club members organize and run the Junior Education table for the Tucson Gem and Mineral show, and present guest lectures at local schools throughout the year. Contact faculty advisors: Julie Cole, 520/626-2341, jcole@geo.arizona.edu;or Peter L. Kresan, 520/621-6000, pkresan@geo.arizona.edu Students Across Borders http://studentsacrossborders.arizona.edu/English/index.cfm Students Across Borders welcomes Hispanic and other minority high school students in their sophomore and junior years to the University of Arizona campus for Earth science studies of their natural environment. The program is designed to nurture the Earth science interests of these students, mentor them through the college application process, and a successful undergraduate career. Contact: Garry Forger, 626-7761, gforger@email.arizona.edu Undergraduate Teaching Workshop/Preceptorship__GEOS 397A/391 Exceptional undergraduate students work with graduate student lab instructors as undergraduate teaching assistants to coach students in introductory geoscience labs, workshops, and lecture. Preceptors may be involved with helping teach lab or workshops, assist in lecture, assist with field trips, provide tutoring in the GEOS Learning Center and participate in a workshop with U of A faculty and professional to enhance their teaching and public speaking skills. Contact: Peter L. Kresan, 520/621-6000; pkresan@geo.arizona.edu A Sense of Place__GEOS 195d An introduction to the natural environment of Tucson through field trips to the Catalina Mountains, Tucson Mountains, and Santa Cruz River drainage; emphasis on geologic and biologic factors which have influenced Tucson's development and interaction between society and the environment. Robert Butler and Tony Burgess will head this colloquium course which is popular with in-service teachers. Through day-long field |