GEOL 613GEOL 613Earth ScienceEarth Scienceand the NYCand the NYC

Urban EnvironmentUrban Environment

Wayne PowellWayne PowellBrooklyn CollegeBrooklyn College

The Context for Course DesignThe Context for Course Design Specific Impetus Specific Impetus

• Part of an NSF-funded project in Part of an NSF-funded project in partnership with the American Museum partnership with the American Museum of Natural Historyof Natural History

• Integration of education in formal and Integration of education in formal and non-formal environmentsnon-formal environments

The Context for Course DesignThe Context for Course Design Needs of the Project Needs of the Project

• Integration of museums and other non-Integration of museums and other non-formal learning environments into the formal learning environments into the curriculumcurriculum

The Context for Course DesignThe Context for Course Design Specific Programmatic PositionSpecific Programmatic Position

• First (and possibly only) Earth Science First (and possibly only) Earth Science course taken by teachers…course taken by teachers…

… … Introductory courseIntroductory course

The Context for Course DesignThe Context for Course Design Needs of the ProgramNeeds of the Program

• No pre-requisite experience in geologyNo pre-requisite experience in geology

• Leave them wanting more!Leave them wanting more!(Need to build the program)(Need to build the program)

The Context for Course DesignThe Context for Course Design Specific AudienceSpecific Audience

• In-service teachers with little or no In-service teachers with little or no background in geology who are seeking background in geology who are seeking a second certification in Earth Science; a second certification in Earth Science;

• In-service elementary school teachers In-service elementary school teachers who require additional credits in sciencewho require additional credits in science

The Context for Course DesignThe Context for Course Design Needs of the AudienceNeeds of the Audience

• Course must correspond (at least in part) Course must correspond (at least in part) to state defined content areas to state defined content areas

• Connect science with literacy and social Connect science with literacy and social studiesstudies

• Allow for quality teaching in schools with Allow for quality teaching in schools with insufficient budgetsinsufficient budgets

The ProductThe Product Earth Science & the NYC Urban EnvironmentEarth Science & the NYC Urban Environment

• Introduces a broad range of geological concepts Introduces a broad range of geological concepts (rocks, plate tectonics, erosion, weather)(rocks, plate tectonics, erosion, weather)

Essential if it is the only course takenEssential if it is the only course taken

• Puts geological concepts into the context of NYC’s Puts geological concepts into the context of NYC’s history and developmenthistory and development

Essential for elementary school teachers, and provides a Essential for elementary school teachers, and provides a common context on which to map new materialcommon context on which to map new material

• Substitutes three weeks of classroom meetings for Substitutes three weeks of classroom meetings for activities in NYC parks and neighborhoods activities in NYC parks and neighborhoods

Essential for fulfillment of NSF proposal and obligations to Essential for fulfillment of NSF proposal and obligations to AMNH; Models use of “free-of-charge” educational AMNH; Models use of “free-of-charge” educational materialsmaterials

The ProductThe Product Earth Science & the NYC Urban EnvironmentEarth Science & the NYC Urban Environment Designed around four guiding questions:Designed around four guiding questions:

• Of what is the city built?Of what is the city built? Introduction to minerals and rocks, and their properties through the Introduction to minerals and rocks, and their properties through the

context of building stonecontext of building stone• On what is the city built?On what is the city built?

More in depth discussions of rocks common in the NYC area, and a More in depth discussions of rocks common in the NYC area, and a discussion of NYC regional geographydiscussion of NYC regional geography

• How has the NYC environment changed?How has the NYC environment changed? Introduction to historical geology, plate tectonics, erosion, Introduction to historical geology, plate tectonics, erosion,

deposition, and anthropogenic processes in context of NYCdeposition, and anthropogenic processes in context of NYC• Why did the city develop here?Why did the city develop here?

Linking Hudson trade routes and New York Harbor, availability of Linking Hudson trade routes and New York Harbor, availability of steel, etc., to geological processessteel, etc., to geological processes