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Environmental Science Engagement: Phthalates Risks and Benefits Learning Experience

This program, led by Sandra M. Latourelle, introduces environmental science risks and benefits through engaging activities like hypothesis generation, PBL scenarios, and media blitz preparation. Participants develop critical thinking skills as they explore the commonality among products and evaluate phthalates risks and benefits. With hands-on activities, interactive sessions, and group evaluations, the program aims to enhance students' understanding of environmental issues and reproductive health impacts.

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Environmental Science Engagement: Phthalates Risks and Benefits Learning Experience

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  1. As The Scale Tips: Environment and Reproductive Health Sandra M. Latourelle Lecturer Department of Biological Sciences Plattsburgh State University

  2. Using the 7 E Model To Introduce Environmental Science Risks Benefits

  3. Eliciting Prior Knowledge Administer Pre-test • Savefor future use (Grant) • Multiple Choice Questions

  4. Eliciting Do Product Array walk-about • ~ 2-3 minutes • Choose a selection of items found on the table on the next slide

  5. Make The SelectionChoose at least six items…

  6. Hypothesis Generation What is the commonality shared by the products? • Write on card

  7. and/or Elicit With Word Splash • Provide each participant with Word Splash words and lined paper • Allow ~5 minutes for generating a paragraph containing the words • Collect paragraphs and save for a re-do at the end of the Learning Experience (LE) • Participants will receive a ‘typical’ paragraph during the Evaluation period

  8. Engagement Occurs when students participate in a problem based learning (PBL) experience using • Phthalates - Balancing Risks and Benefits PBL scenario • Individual and Team Record-Keeping • Brainstorming Strategy • Filling Out Records of Individual/Team Work - Facts and Questions Poster Paper • Teacher Chosen Readings (Homework)

  9. Phthalates PBL Scenario: Balancing Risks and Benefits

  10. Read PBL Script: ~ 5-7 minutes • Provide each participant with the PBL script • Assign roles (Narrator-Matt, Shanna Swan, Curwood) • Read script aloud as other participants follow along

  11. Think-ShareIndividual and Team Record-Keeping

  12. Think-Share Brainstorming Strategy http://images.google.com/images?q=tbn:Ig6lPwLDvT87zM:http://lbc.nimh.nih.gov/images/brain.jpg

  13. Think-Share Filling Out Records of Individual/Team Work • Facts and Questions

  14. Day 1 Culminates Teacher Chosen Readings (Homework)

  15. Exploring Prepares students via: • A teacher intervention • Using Risks Assessment Power Point • A Media Blitz assignment • Phthalates Ban, Yes or No?

  16. Explaining Begins with: • Articles Chosen For Research • Risks and Benefits Chart

  17. Explaining Continues As students: • Research instructor-chosen Phthalate information from annotated bibliography • Prepare a Media Blitz Product • Complete group evaluations • Complete progress reports

  18. Elaborating Is accomplished when: • Students present Their Media Blitz products

  19. Evaluating Occurs when: • Audiences provide authentic assessment - Using student-generated evaluation tool • Post-tests are administered

  20. Extensions Are at the discretion of individual teachers

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