<p>Teaching Urban Watershed Ecology: Schedule-Draft: July 2009, BES-PSU Before the workshop: Teachers will be given background information about the workshop topics and will choose which project they will focus on </p><p>Day 1: Introduction/Designing a Study/Intro to Qualitative Modeling Zenger Farms & Field Sites (Brookside, Kelly, Glencoe)  9:00-9:30 Welcome, introductions, overview of Ecoplexity project  9:30-10:00 Presentation about Bioswales/Wetlands  10:00-10:45 Presentation about Water Chemistry  10:45-1:00 Travel to sites, visit field site to generate ideas about key factors, begin formulating hypothesis, lunch, drive back to Zenger farms  1:00-2:30 Presentation about Macroinvertebrates  2:30-2:50 Discuss modeling, do example together  2:50-3:15 Begin model, identify components to include  3:15-3:45 Think-pair-share about model and hypothesis  3:45-4:30 Complete 1st model and questions  4:30-5:00 Complete required forms, pre-evaluation questionnaires, debrief day Homework: Read article related to project and become more familiar with protocols, solidify hypothesis and research question </p><p>Day 2: Collect data Zenger Farms & Field Sites (Brookside, Kelly, Glencoe)  9:00-9:20 Morning activity: Teachers share example lessons from past years  9:20-10:05 Share, solidify hypothesis and research question  10:05-10:15 Break  10:15-10:45 Discuss article  10:45-1:00 Drive to sites, discuss data collection tools (what will be used, what data will be collected, how it will be recorded) and methods, lunch  1:00-4:00 Practice with tools/protocol, collect data, drive back to Zenger farms  4:00-4:30 Revisit 1st model and hypothesis, write down reflections (learning, change)  4:30-5:00 Debrief day  Homework: Review data analysis tools on website</p><p>Day 3: Analyze Data PSU (Science Building 2 Room 228-conference room 9-3:30, Neuberger Hall 446- computer lab 3:30-5)  9:00-9:20 Morning activity: Share examples from past workshops (Teacher research)  9:20-10:00 Enter field data  10:00-10:10 Break  10:10- 11:10 Introduce statistical analysis tools (using website)  11:10-12:10 Begin to analyze data  12:10-1:10 Lunch  1:10-2:10 Continue to analyze data  2:10-2:20 Break  2:20-3:00 Discuss feedback and indirect effects (in relation to teachers’ projects) write down reflections on own model (learning, change)  3:00-4:00 Begin to interpret results  4:00-4:30 Revisit model, write down reflections (learning, change)  4:30-5:00 Debrief day  Homework: Read article about reflective learning, Write up ideas on integrating their project into the classroom and parts of the website they will use. </p><p>Day 4: Interpret Results/ Research Poster PSU (Science Building 2 Room 228-conference room 9-10:30, Science Building 2 Room 149-computer lab 10:30-5)  9:00-9:20 Morning activity: Share examples from past workshops (student research)  9:20-9:50 Discuss reflective learning article  9:50-10:00 Break  10:00-10:40 Discuss components of a research poster (using website), how to find sources, examples  10:40-12:00 Finish interpreting results  12:00-1:00 Lunch  1:00-4:00 Begin scientific research, poster compilation  4:00-4:30 Scheduling of student projects, continue write up of ideas for classroom project  4:30-5:00 Debrief day  Homework: Finish research poster, finish write up of classroom project ideas</p><p>Day 5: Presentations/Application to classroom Zenger Farms & Field Sites (Brookside, Kelly, Glencoe)  9:00-10am Presentation of Research Posters  10-12 Create 2nd model, think-pair-share, answer modeling questions, discussions of 2nd model (interview questions)  12-12:50 Catered Lunch/Diack presentation 1-1:45 Share ideas for integration of project into the classroom, show maps of possible sites for teachers  1:45-2:30 Any additional assessments, wrap up</p>