• Watch seeds germinate
• Learn about uptake of water in seeds
• Think about seeds as food
• Observe how plants respond to gravity
• Learn the parts of a flower
• Act like a pollinating bee
• Watch a flower part turn into fruit with seeds

You will keep journals with growth data, answer questions from the instructor based on your journals and the manual, and participate in discussions. If you are already familiar with Wisconsin Fast Plants, you can either participate in this class with more experimentation with your plants.

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The goals of this course are to…

• Identify the parts that compose the atmosphere
• Count time and space coordinates
• Identify weather elements and icons
• Analyze and read weather maps
• Uncover the importance of temperature
• Use pressure scales to enhance understanding of barometry, density and buoyancy
• Evaluate pressure patterns in storms
• Identify cloud types and their formations
• Describe humidity as related to precipitation and dew point
• Measure and observe wind
• Evaluate wind patterns in storms
• Incorporate a Native American perspective on Weather Science

ESS emphasizes the dynamic interrelationships among changes in the atmosphere, ocean circulation patterns, and environmental processes on and beneath the earth's surface. Internet-Based K-14 Earth System Science Instruction is designed for K-14 teachers already familiar with using basic computer and Internet tools. Participants will integrate concepts from ESS with Internet resources, such as digital weather images, near-real-time earthquake data, and archived climate data, for examples. Necessary ESS scientific background is provided and effective pedagogical strategies are discussed for using computer technology with students at all levels K-14. Although the course science content is based in ESS, emphasis will be on the integration of mathematics, earth systems science, and Internet technology, using discovery and constructivist methods.

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• Introduce concepts of structure, process and time
  
• Review the battle between living and non-living forces and the relationship it has to landforms
  
• Model and represent landforms using resources such as remote sensing, maps, physical models and math models
  
• Uncover the importance of orders of landforms
  
• Distinguish between continent and ocean basin movement versus minor slope elements
  
• Compare and contrast varying degrees of arid regions
  
• Classify volcanic landforms by their composition
  
• Compare and contrast varying degrees of water erosion regions
  
• Identify landscapes formed by landslides and glaciers
  
• Incorporate a Native American perspective on Landform Science

• increase weather and climate content knowledge,
• increase pedagogical skills related to teaching weather and climate,
• increase teacher-participants' knowledge of the National Science Education Standards, and
• engender changes in teacher-participants' classrooms that lead to an increased quantity and quality of weather and climate related instruction.

• Herbarium Compilation
• Local Flora Description; Plants Species List
• Vertical Structure of a Forest
• Grass, Canopy and Flying Invertebrates Population
• Birds Nesting Behavior
• Complex Comparative Description of Small Rivers and Streams
• Study of Aquatic Invertebrates and Assessment of Environmental Status
• Plankton Investigation in the Near Shore Part of Lake or Pond
• The Estimation of Ecological Situation of Grasslands and Meadows using Ecological Ordination Techniques
• The Estimation of Ecological Health of the Forest Based on Leaf Symmetry Observations

• Campfire Preparation in Snow
• Simple Mapping of Local Study Area
• Growth Dynamics of Trees Based on Analysis of Annual Rings
• Geobotanical Forest Mapping
• Green Grass Ecology Beneath Snow Cover
• Chickadee Flock Territorial Behavior
• Mammals Winter Population Survey
• Mammals Behavior Studies Based on Snow Tracks
• Physics and Chemical Characteristics of Streams and Rivers
• Snow Cover Strata on the River Valley Profile

• Timeline robotic exploration and development from 1958 to 2009
• Timeline Human exploration from 1961 to 2009
• Understand scientific breakthroughs accredited to the space program
• Understand the historical significance of space flight and the impact it has had on national identity
• Evaluate the potential for future exploration and utilization of solar system resources.

This course is designed to deepen K-8 teachers understanding of the basic science concepts related to ecosystems as they correlate to the content and procedures contained in commercially available teacher resources kits such as Environments (FOSS), Ecosystems (STC), Investigating Ecosystems (TRACS), or Reading the Environment (Insights). The course will enhance teachers' knowledge base of ecosystem science concepts and principles and expand pedagogical approaches to teaching ecosystems through inquiry learning, teacher networking, and sharing of teaching resources and ideas.

This course offering is specifically designed for K-8 elementary and middle school teachers currently using or contemplating using the commercially available teacher resource kits Environments (FOSS), Ecosystems (STC), Investigating Ecosystems (TRACS) or Reading the Environment (Insights) to teach ecosystems concepts in the classroom. The course includes video and text instructional materials which supplement and enhance the ecosystems kits. Course requirements are designed to meet teachers’ current needs for teaching ecosystems in effective and innovative ways. Specific course goals reinforce typical kit objectives to: facilitate student learning of age-appropriate concepts and skills specific to ecosystems; promote and facilitate age-appropriate scientific attitudes and habits of mind; to introduce students to learning about basic science concepts by observing, measuring, and identifying properties; and to promote learning of and interest in basic science concepts through discovery and exploratory approaches to study and K-8 instruction.

Science content will include:

• Laws concerning conservation of mass and energy govern how ecosystems operate.
• Nonliving aspects of ecosystems such as water, soil, light and temperature determine life forms and distribution.
• Living components of ecosystems can be classified as producers, consumers and decomposers.
• Cycles in nature insure the distribution of essential elements for life.
• Ecology is the study of organisms, populations, species, habitat and community.
• Ecosystems include terrestrial and aquatic biomes.
• Living things have a range of tolerance and are limited by carrying capacity.
• Change in ecosystems is inevitable and is caused by natural and human mechanisms.
• Nature is more complex than we think.

Specific science process skills will include:

• Questioning and Predicting
• Accessing Prior and Essential Knowledge
• Designing and Conducting Inquiry Events
• Collecting and Transforming Data
• Assessing Value
• Communicating information through writing, drawing, discussing in an electronic medium

Affective outcomes related to scientific habits of mind will include:

• Develop curiosity, skepticism and respect for reason.
• Become open to new ideas, honesty and objectivity.
• Appreciate the complexity of nature and natural systems.

Our methodology is based on the premise that close observation, followed by careful drawing, writing and further observation, build the essential skills of science. NOTE: your drawings will be based on accuracy and attention to detail, NOT "artistic ability".

In this course you will:

• Identify the basic needs of insects through observation and inquiry.
• Learn about the anatomy of insects through drawing and labeling.
• Observe the life cycle of your insects and learn to describe it using scientific terminology.
• Investigate and write about common behaviors of your insects.
• Incorporate a Native American perspective on Insect Science.

We will use "hands-on" materials for teaching global warming concepts included in the award-winning Toolkit for Formal and Informal Educators: Climate Change, Wildlife and Wildlands. Some ideas presented in this course are based on projects from the "Globe: Network for Science Teachers" program and other respectable online sources.

We begin by studying the basic concepts and projections of climate change and impacts of global warming, and what we can do about it. Other course activities include:

• in-class experiments on the greenhouse effect
• calculating greenhouse gas emissions of your own household
• observing weather patterns and rising sea levels using the simplest of instruments
• studying cloud types by playing "Cloud Cards", an online card game
• assessing potential effects of climate change on individual wildlife species and ecosystems

We will also analyze the environmental changes that are occurring in Glacier National Park, evaluate how climate changes are impacting the ecosystem where you live, and compare the geographical differences in Global Warming worldwide. We will discuss various approaches of integrating global change issues into middle and high school instruction.

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• The rate of obesity has doubled in the past decade.
• Symptoms of adult diseases (diabetes, hypertension, heart disease) are showing up in younger children and teens.
• During the important growth period of adolescence many teen diets lack the recommended amounts of key nutrients essential for optimal growth.
• According to a recent study done by the US Department of Agriculture, only 1% of children met all of the nutrition recommendations of the Food Guide Pyramid.
• Eating disorders are on the rise.

• Current concerns and health statistics relative to adolescent nutrition
• Key nutrients of concern in adolescent diets
• Sports nutrition
• Dietary supplements
• Eating disorders and body image
• The new "My Pyramid" and associated 2005 Dietary Guidelines
• Food safety
• The important role of the school environment in supporting sound nutrition.

Nutrition is a key element in managing body weight and fueling physical fitness and athletic performance. Food provides fluids, energy, nutrients, fiber, and phytochemicals. But what nutritional strategies are optimal? Which dietary supplements work? Using nutrition to meet the demands of physical activity is a dynamic process that integrates scientific research, nutrition guidelines, and the practical aspects of fueling active people in specific situations.

This course examines the latest developments that link nutrition with physical fitness, sport performance, and health promotion. Resources include a text, course supplement, nutrition analysis software, peer-reviewed scientific literature, current news, and Internet resources. Participants contribute to asynchronous online discussions throughout each week. Expect to relate each week's topic to your areas of interest and expertise. A diverse group of participants (practicing teachers in various specialties, coaches, athletic trainers, nutrition educators, and other health professionals) ensures that discussions are interesting, lively, and challenging. Topics include energy, fluid, and nutrient needs for physical activity; nutrition around exercise (before, during, recovery); free radicals and antioxidants; dietary supplements; body composition; weight management; disordered eating; and the female athlete triad. Sport-specific nutrition strategies for endurance, team sports, strength training, and muscle mass gain are addressed. Controversial issues such as popular diets, nutrient timing, and sports supplements are addressed. Internet resources are used extensively.

Assignments challenge participants to apply evidence-based nutrition strategies to practical situations. Participants demonstrate competency in the following areas: locating credible nutrition resources on the Internet; accessing, analyzing, and evaluating nutrition information; and using nutrition analysis software to develop meals, snacks, and a personalized fitness menu. The course project is a written evaluation of a dietary supplement, a popular diet, or a dietary regimen. Reference material is obtained from medical, health, and scientific sources such as published, peer-reviewed scientific literature accessed via the National Library of Medicine databases. Participants demonstrate competency in a written project that involves assessment, analysis, comparison, evaluation, and synthesis of information.

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• establish a link between knowledge of the nutrients that exist in various food groups with an understanding of how these nutrients impact the form and function of the body.
• Become equipped to help students apply nutrition science to their daily health behaviors
• Gain understanding of nutrition as it applies to children and teens
• Investigate the current nutritional status of children in the US
• Learn about the six baisic categories of nutrients
• Utilize US Dietary Guidelines, The Food Pyramid, and the Nutrition Facts Panel and translate the science concepts into healthy dietary behaviors
• Understand associations between nutrition and diseases
• Incorporate a Native American perspective on Food and Nutrition

This is an exciting 6-week online course, directed toward K-6 elementary school teachers who want to understand the science of "dirt." This includes conversing with your instructor and classmates in weekly online discussions. The focus will be on basic soil physical properties and processes.

The specific goals of this course are:

• Expand your understanding of the concepts of soil science and use soil as a platform to teach other science disciplines.
  
• Gain understanding of how soil is formed.
  
• Begin to understand your local soil/ landscape interactions.
  
• Getting dirty while discovering different soil textures.
  
• Gain understanding of soil and water relationships.
  
• Gain understanding of the biology of soil.
  
• Study how children's concepts of soil and land resources are developed in the classroom setting.
  
• Strengthen skills in teaching basic soil science concepts, engaging students, and responding to student needs in the classroom
  
• Incorporate a Native American perspective on teaching activities and lessons in soil science and land resources.
  
• Develop our own professional community of course participants, sharing teaching ideas, expertise and experience.

The goal of this course is to introduce teachers to the basic principles of soil science as an integral part of the curriculum for environmental sciences, ecology, earth science, geology, water quality, and geography. The course is structured around twelve basic soil concepts, beginning with the significance of soil in our everyday lives and progressing through soil formation, the physical and chemical properties of soils, and the role soil and the earth play in environmental management today and in the future. This course is filled with "how to" classroom teaching opportunities and resources. A good share of the course addresses contemporary issues and readings. We'll integrate teaching DIRT with math, language arts, geography, social studies, artistic expression, chemistry, physics, and biology.

You'll learn about the soil in your own school yard or back yard, who to contact to get local "experts" and how to get your students more interested in environmental studies. This course is "hands on", participation oriented.

What goes on in the DIRTY DOZEN?

• Study the significance of soil and the processes involved in soil formation and differentiation (did you know that all soils have names and identities and more than 14,000 different "soils" are recognized in the United States alone?).
• Learn how to use such readily available resources as National Geographic, Science, and other popular magazines to introduce students to soil science and develop lessons that are fun in the classroom.
• Develop better understanding of the relationship between soil and water quality, crop and vegetation management, and environmental science.

• To increase teacher knowledge and assessment skills about the physical, chemical, and biological aspects of water quality investigations,
• To help teachers develop and implement new pedagogies for teaching water quality concepts in the secondary school science classroom, and
• Increase teacher awareness and understanding of some of the more significant global water quality issues that will face science teachers and their students in the 21st century.

This course is intended for middle, high school, and lower level college teachers, as well as others in education roles e.g. at nature facilities such as zoological and national parks. It is sponsored by the Howard Hughs Medical Institute.

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Note: This course is a prerequisite for General Relativity, which is scheduled for spring semester 2010.

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In this six week online course we will get you acquainted with the basic concepts of electricity. The course will give you the information you need to successfully integrate the study of electricity into your own class. Electricity is related to energy, and this is where we start the course. The central topic is electric circuits. We wrap up the class by taking a brief look at the connection between electricity and magnetism. Participation in online discussions, laboratory work, journaling, homework and collaboration between participants and instructor are necessary components to succeeding. I hope you enjoy this exciting journey through the world of electricity!

The goals of this course are to...

• Review and reemphasize the concept of energy
  
• Define charge, electric force and potential
  
• Explore bulbs, conductors and insulators
  
• Conduct experiments with circuits, both series and parallel
  
• Identify generation and redistribution of household electricity
  
• Define magnetism
  
• Utilize resources to make an electromagnet
  
• Incorporate a Native American perspective on Electrical Science

• Describe the necessity of space-based observatories.
• Discuss historically significant discoveries made possible by space-based observatories.
• Provide an overview of the Big Bang theory and key supporting evidence.
• Explain the various processes used in planet hunting.
• Evaluate the potential of finding terrestrial planets in the future.
• Describe future technologies and their possible impact on space based astronomy.

Montana State University NASA CERES Project paid for the development of this course.

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There is. The patterns of day and night - of the Sun, Moon, planets, and stars - are complex and wonderful. Some are very easy to figure out if you have the right tools; others take a bit of practice. All can be studied at different levels, and so can be used for different grade levels and for the focus of scientific inquiry.

This course is intended for elementary school teachers who use hands-on curricula. The topics include the Moon and lunar phases, patterns and changes in the night sky, the Sun’s appearance over the day and over the year at different locations on Earth, and some keys to understanding the surface patterns of planets and other worlds in our Solar System. Throughout the course are ways of learning about student ideas, limitations, and misconceptions. Each week, participants work through a selection of activities and contribute to asynchronous online discussions. The available activities focus on each week’s topic, but each participant is encouraged to choose activities that will best contribute to her or his own learning and teaching needs. Many of the activities parallel student activities in popular space science curriculum kits, though most are geared for adult learners. At the same time, participants experience a long-term observation-based inquiry. Discussions provide a way for participants to learn about a wide assortment of activities, exchange tips and ideas, and bounce thoughts and questions off colleagues as they work through their own understandings.

Participants examine and deepen their own understanding of space science, uncover and correct misunderstandings, and explore different ways of learning particular topics. In doing so, participants gain skills to support inquiry-based learning and guided kit use among their students. Resources include a Teacher’s Guide, star wheel, and access to templates participants and their students can use to make tools to understand space science. Internet resources are used throughout the course. Activities use household materials.

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• Have a clearer conceptual understanding of how sound works and what it is.
• Know how to examine sounds by looking at the whole "sound system" (force vibration, medium, receiver).
• Learn about sound energy and how it moves through a medium.
• Examine how the properties of materials affect the sounds you hear.
• Learn about ears and how they work.
• Experience the true Scientific Method and collaboration.

This is a conceptual physics course that is designed especially for Elementary teachers with little or no formal training in science. Teachers with significant previous experience teaching physical science are welcome, but are encouraged to contact NTEN for more information.

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• Gain a thorough understanding of the concept of force and the different kinds of force
• Develop expertise in representing forces with free-body diagrams
• Gain a thorough understanding of the relationship between forces and Newton's three laws of motion
• Understand how forces determine the conditions for balancing
• Learn how forces explain the operation of simple machines such as pulleys and levers
• Study how children's concepts of force, torque, and work are developed in classroom settings
• Become more effective users of inquiry-based curricular materials in teaching about forces
• Develop your own professional community of course participants, with whom you can share teaching ideas, expertise, and experience.

The goals of this course are to…

• Gain a thorough understanding of the concepts of velocity and acceleration, central to a description of motion
• Learn how to describe motion graphically and using data tables
• Study how children’s concepts of motion are developed in the classroom setting
• Become more effective users of inquiry-based curricular materials in teaching about motion
• Learn about supplementary materials that help connect motion concepts to Native American cultures and communities
• Develop our own professional community of course participants, sharing teaching ideas, expertise and experience

This course builds upon your existing astronomy knowledge and adds layers of understanding so that you have a deeper appreciation for the multiwavelength universe. In addition, many of our homework activities and discussions focus on teaching course concepts as a method to enhance your deeper understandings of the content. It is not necessary that you teach astronomy at this point in your career, only that you are open to critically thinking about how this content can be best taught to deal with learner misconceptions.

Only selected participants will be accepted into this course.

We run on a Thu-Wed schedule.

Our past teachers/students report devoting 10-15 hours per week to this course. Really, we mean a 10-15 hour commitment! The first few weeks of the course are intense. Basic astronomy/physics principles and content about "light" are covered in depth. During this time, you are also getting used to the schedule, technology, interface of the online course, and building a learning community in your discussion group. Final course grades are calculated based upon on performance in discussion, weekly homework activities, mid-term exam/activity, final exam/activity, feedback loop participation, and course project(s).

Included in the time commitment above is the amount of time you will spend online. Expect to be online 10-15 hours per week. If you have a slower modem or slow computer, this time may increase slightly due to increased download times for the highly graphical course content. The majority of your work will entail online reading, interactive web activities, online lab activities, and asynchronous class discussions. All of the static reading (non-animation material) and WebCT content pages are easily printed for those who like to read from paper. This course does use a textbook. However, most of the reading/activities are online. The discussion portion of the course requires you to be present on at least two separate occasions per week. Be aware, discussions can move swiftly and we encourage students to skim for new posts, on average, every other day.

If you are unfamiliar with telecommunications or have a relatively slow internet connection, this course may require more of your time.

***BEFORE registering for PHYS583, please visit The Invisible Universe Online public website and review:

• The expanded Course Description
• Course Goals
• Course Structure
• Student Pre-requisites
• Participation Expectations
• The Course Schedule & Topics

Special Thanks: This course is offered through a partnership between the Montana State University and NASA Spitzer Space Telescope Education and Public Outreach Program. Accordingly, the course materials, feedback surveys, and submitted projects may be shared with the Spitzer Outreach program. Additionally, experiences from this course may be presented at national astronomy and/or education conferences.

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