Untitled Document I teach courses in organismal biology at several levels of Research interests andactivities interests are in vertebrate morphology, paleontology, and evolution http://www.wellesley.edu/Biology/People/Faculty/emily.html
Extractions: Emily A. Buchholtz Professor of Biological Sciences SC 560, SC 333 ebuchholtz@wellesley.edu Teaching interests and activities I teach courses in organismal biology at several levels of the curriculum. These include introductory Organismal Biology (BISC 111), Comparative Vertebrate Physiology / Anatomy (BISC 203), Evolution (BISC 202) and an evolution seminar (BISC 305) entitled A Brief History of Life. I have also taught in multidisciplinary programs (Cluster in 1991-1992, INCIPIT in 1995-1996 and 1996-1997) and in the Geology Department. Research interests and activities My research interests are in vertebrate morphology, paleontology, and evolution. I am particularly interested in the evolution of the vertebral column, and in the way in which the serially homologous vertebrae have been subject to meristic, homeotic, and homologous changes. Such evolutionary changes are particularly dramatic when the axial skeleton is reorganized in taxa that are undergoing major environmental shifts. I have concentrated on three vertebrate lineages undergoing secondary invasion of marine environments: ichthyosaurs, whales, and seacows. I document variations in column morphology to predict mode of locomotion and to trace the evolutionary history of the marine invasion. The image on the right shows anterior caudal vertebrae of a juvenile Early Pliocene sea cow
Activity 1 fossils found in each layer can teach us about This would be the first paleontologyweb site developed book Giant Shark, your classroom activities and your http://www.calvertnet.k12.md.us/schools/chespax/fossilanswer.htm
Extractions: Task Overview To most people, paleontologists are scientists that dig up dinosaur bones. However, this is only partly true. Paleontologists have also helped us learn a great deal about how the environments of the earth have changed over time. Did you know that the place where your school is now located was once under the ocean? Did you know that giant sharks once swam over the area where you now have recess? We know this because of the fossils that have been left behind by some of these ocean animals. During this task you will read for information about giant sharks, discover how a scientist learns about animals that lived in the past, visit Calvert Marine Museum, and use what you have learned to inform others about fossils in Calvert County. Activity 1 MEGALODON 1A. After your teacher reads the description of Megalodon from the book "Giant Shark" , form a prediction on your idea of what Megalodon looked like. Create an illustration of your idea in the space below. Turn to page 5 in your copy of "Giant Shark."
Biology Internet Activities Biology Internet activities. 4. University of California, Berkeley Museum of Paleontologyhttp//www.ucmp students from around the world to teach other students http://tsc.k12.in.us/stucurmn/BiologyInternet Activities-Dorsch.htm
Extractions: Biology Internet Activities Centers for Disease Control and Prevention http://www.cdc.gov/health/diseases.htm This site provides fact sheets of disease and health topics found on the CDC Web site. Viral, bacterial, protistan, and fungal diseases are listed. Other health topics are presented as well such as genetic disorders and chronic diseases. TSC Curriculum Correlations:
Earth Fossil Record is a set of articles and classroom activities using paleontologyto teach major concepts in science. The Earth in the Solar System, http://ccbit.cs.umass.edu/SchoolofEducation/Preservice/standardsconnector/annfra
Extractions: Description: This teaching packet on mapping is appropriate for grades K-12. Map Adventures is a teaching packet appropriate for grades K-3 where students will learn basic concepts for visualizing objects from different perspectives and understand how to use maps. What Do Maps Show? for grades 5-8 is organized around the following geographic themes: location, place, relationships, movement, and regions. Exploring Maps is an interdisciplinary set of materials on mapping for grades 7-12. Students learn basic mapmaking and map-reading skills. There are good lesson plans included in each one of the packets, as well as all maps and other items needed for the lessons. A very good collection of ideas and resources. http://pr.utk.edu/ut2kids/maps/map.html
Earth 3 scientific process. Fossil Record is a set of articles and classroomactivities using paleontology to teach major concepts in science. http://ccbit.cs.umass.edu/SchoolofEducation/Preservice/standardsconnector/annfra
MI Home Page under international pressure for his alleged terrorist activities. . views of geologistsand paleontologists regarding the religions tried to teach people that http://www.monmouth.com/~bcornet/
How To Use The Guide If they want to teach a specific lesson in Process of Archaeology, and Issues inPaleontology, Art, and dissemination of the materials and activities in the http://www.or.blm.gov/EE/ExploringMain/howtouse.htm
Extractions: Exploring Introduction Guide Lesson ... Contact Exploring Oregon's Past: A Teacher's Activity Guide for Fourth Through Seventh Grades HOW TO USE THIS BOOK The lessons in this activity guide are not specifically designed to be a stand-alone curriculum in Oregon history or archaeology, although it is conceivable that such a curriculum could be built around them. Rather, they are a set of resources that provide the teacher with ample background material and student activities that can assist them in teaching about Oregon, its people, their history, and the role of the social and natural sciences that are tools to help learn about them. There is no single way to use the materials in this activity guide. It has been designed to be as flexible as possible and yet provide as much background and as many modes of application as possible. The best use of the activity guide is the use that meets the teacher's needs. The best advice for the teacher is to be as creative as possible in applying the resources in the activity guide. It is hoped that they will be used, adapted, reviewed, modified, and massaged to meet the individual needs of each classroom teacher that has selected the activity guide as a resource. There are some important things to note about the document itself: A . The activities within the guide are aligned with Oregon's Common Curriculum Goals (CCG's) in Science, Social Science, Art, English, Mathematics, Health, and Technology. In the first Appendix, all of the CCG's and Benchmarks addressed by the guide are listed by subject area. Each goal is followed by a listing of the lessons that address that goal. In the second appendix, the order is reversed. For each lesson in the activity guide, a list of all of the CCG's and Benchmarks that are addressed is given. Thus, if a teacher wants to teach a lesson relating to a specific CCG in one of the subject areas, a quick check of the first appendix will guide their choices. If they want to teach a specific lesson in the activity guide and want to determine which CCG's are addressed, they simply refer to the second appendix.
Evolution: Online Lessons For Students: Lesson 3 Teacher Page Activity 2 Evidence for Evolution WebQuest. Surf the Web to find evidence for evolutionfrom three different areas of sciencepaleontology, molecular biology http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/teach.html
Extractions: LESSON 3: Teacher Page Your students may be skeptical of the theory of evolution because it is not something that Darwin could observe directly. Of course, today we can observe the evolution of microorganisms in a matter of days, but the evolution of more complex organisms, such as humans, takes place over a much longer period of time. With the following activities, you can help your class understand how scientists collect and organize evidence for evolution. When students understand how the theory of evolution is supported by facts from many scientific disciplines, they can better appreciate the strength of Darwin's theory. Activity 1: Evolution and Time Create a journal entry and a birthday card that describe the geologic ecosystems of particular time periods. Learning Goals Gain a better understanding of the vast scope of geologic time. Learn about the ecosystem of a particular geologic time period. Go to Activity Activity 2: Evidence for Evolution WebQuest Learning Goals Understand how scientists collect and organize evidence from a variety of disciplines to support the theory of evolution Learn about the evidence for evolution related to the fields of paleontology, molecular biology, and anatomy and physiology
MegaEd: "Elementary Science" purpose of this activity is to teach the children Making Your Own Fossil Prints (Activity). Museumof paleontology From the university of California, Berkeley. http://www.megaed.com/elementaryscience.htm
Extractions: Home Search Lesson Plans Elementary ... Advertisement Elementary Science Aquariums Astronomy, Space and Space Exploration Dinosaurs Science ... Dr. Dino Aquariums Fish Information Services (FINS) The Florida Aquarium Mega Fish Facts The Monterey Bay Aquarium ... (return to top) Astronomy, Space and Space Exploration Amazing Space A set of web based activities designed for use in the classroom. Astronomical Society of the Pacific The largest general astronomy society in the world. Hubble Space Telescope The latest news and photos from the Hubble Space Telescope JSC Digital Image Collection NASA's JSC Digital Image Collection. Over 250,000 images have been captured, digitized and stored. NASA NASA for Kids Views of the Solar System and more. Sky Online Special astronomical event updates. Solar System This site has many views and photos of the solar system.
Utah Museum Of Natural History could get a degree in anthropology or paleontology. City s 4th grade classrooms toteach those students a variety of enrichment and teambuilding activities. http://www.umnh.utah.edu/museum/education/youthteachingyouth.html
Extractions: Youth Teaching Youth What does it take to work in a museum? Well, you could get a degree in anthropology or paleontology. Or you could be a middle or high school student in the Utah Museum of Natural History's Youth Teaching Youth Program. Youth Teaching Youth is a science outreach and enrichment program that teaches Glendale Middle School students how to teach science, while helping them achieve the personal and academic goals they have set. As high school interns, Glendale graduates continue to learn and teach science while developing college and career goals. Both high school and middle school students provide science demonstrations at Museum and community special events, such as the Salt Lake Art's Festival and the 1st Night Celebration.
PhatNav Directory - Reference/Education/Educators/K_through_12/Lesson_Plans on on natural science, geology, history, paleontology, music and S. Dils, used toteach seventh graders Society of Women Engineers Internet activities Center. http://www.phatnav.com/directory/Reference/Education/Educators/K_through_12/Less
Extractions: Scroll to see all. More Categories Science Similar Catagories in This Section Reference/Education/Educators/K through 12/Teaching Resources Reference/Education/Products and Services Society/History/Education/Lesson Plans Reference/Education/K through 12/Bilingual Education/Practice/Lesson Plans ... Reference/Education/Early Childhood/Subjects/Social Studies/Lesson Plans WebSites A collection of lesson plans in various curricular areas from Apple computer.
Lesson Plannins Links AskERIC lesson plans and classroom activities. plans to take full advantage of Internet resources and to teach mathematics and Paleontology http://mailer.fsu.edu/~ogaede/links/lessonplans.htm
Editorial: Jere Lipps I d like to discuss where creativity enters into our daily activities and how Thebest paleontologists are the most creative ones. How can we teach creativity? http://palaeo-electronica.org/2000_2/editor/jere.htm
Extractions: CREATIVE PALEONTOLOGY Paleontology requires creativity. Why? Because it is not an easy science. It is a way to understand the history of life through repeated, reliable observations as well as hypothesis development and testing in the face of limited and often confusing data. Other paleontologists must be able, nevertheless, to repeat the observations and to test the hypotheses. This process is, of course, the core of science itself, not just paleontology. The way we do this, however, is the creative part of paleontology and science in general. In my last editorial here (Lipps, 2000) , I suggested some ways that we might encourage creativity in paleontology. In this present essay, I'd like to discuss where creativity enters into our daily activities and how applying the methods of science can produce creativity, if done right. The best paleontologists are the most creative ones. How can we be creative? How can we teach creativity? Creative science is a process without rules on how to do it. Creativity is not always easy to generate in science because the subjects we study and the procedures we use are quite complicated, but it is essential to breakthrough discoveries and outstanding new hypotheses. It requires certain thought processes, work habits, and skills. In science, we are not free to pursue just any idea or thoughtwe are more constrained (not only in our abilities) than Picasso or Mozart werebut instead, we must create from within the framework of existing data and hypotheses. That takes skill and ingenuity.
Menu then returned to Webb to teach biology that World War II greatly limited fossil collectingactivities. tremendous student interest in paleontology, the period http://www.alfmuseum.org/About7.html
Extractions: [Hours and Directions] [Calendar] [Exhibit Halls] [Public Programs] ... [Home] History of the Raymond M. Alf Museum of Paleontology The Early Years In 1929, nationally acclaimed sprinter Raymond M. Alf arrived in Los Angeles to run for the LA Track Club. However, by the fall of that year, the track season had ended and Alf was in need of a job. His job hunt concluded when Thompson Webb, the headmaster of Webb School of California, a small boarding school on the outskirts of the Los Angeles Basin, hired him to tutor a student in geometry. The following year, Thompson Webb offered him a job teaching biology. Alf took the offer, but decided to take two biology courses at the University of Colorado over the summer to increase his command of the subject. He then returned to Webb to teach biology that fall. One of the early Peccary trips. Alfs paleontology career actually began in 1932, when he spotted a fossil horse jaw in a photo shop in nearby Claremont Village. Taking the initiative, he asked for site information and learned that the jaw was found near Barstow, California. This marked the beginning of fossil collecting trips for Webb students led by Alf, as he gathered together a group of boys and went to Barstow to search for fossils. These early trips were productive, but in 1937 they hit the jackpot. While on a weekend trip to Barstow, Bill Webb 39 slid down a hill and spotted a peccary jaw and skull. With Alfs help, the two excavated the skull and took it to Cal-Tech to show it to paleontologist Chester Stock. Stock identified it as a new genus and species of peccary or fossil pig. Because of its scientific importance, Stock published a description of the peccary and named it
University Of California, Berkeley Museum Of Paleontology University of California, Berkeley Museum of paleontology This is the home page for the Museum of paleontology at the University of California, Berkeley. This is a very extensive site. From the http://rdre1.inktomi.com/click?u=http://www.ucmp.berkeley.edu/index.html&y=0
Science Lessons For Teachers EBP Rainforest/Curriculum, Rainforest Unit K2 Rainforest activities teachyounger students the sights, sounds, tastes, and smells of rainforests. http://cybersleuth-kids.com/sleuth/Education/Lessons/Science/index1.htm
Science Netlinks: Science Updates What did Paleontologist John Chiment collected from around the For more activitiesthat engage users in the natural and using gardens to help teach about plants http://www.sciencenetlinks.com/sci_update.cfm?DocID=36
Professor Roger L. Kaesler From time to time I teach either paleoecology corporate members some twenty nationalpaleontological societies from A major activity of the IPA is publication http://www.ku.edu/~paleo/geo/kaesler.html
Extractions: Curriculum Vitae Courses Taught Current Course Activities As is true of all faculty members in the Department of Geology, I teach at all three levels in our curriculum: introductory courses, including those for nonmajors; courses for undergraduate geology majors; and graduate-level courses. Every fall semester I each Geology 121 Prehistoric Life to about 100 nongeology students. The course fulfills a biology requirement. Dr. Lieberman teaches the same course in the spring semester, and together we are writing a textbook for the course. It is a lot of fun to teach and has captured the interest of several students who have decided to major in geology. In the spring semester I teach Geology 521 Paleontology, also listed as Biology 622. This is the introductory paleontology course required of most geology majors. Rather than trudging through the phyla, an approach that marks many such courses, I try to focus attention on the problem areas of paleontology and the ways in which paleontology can provide broader insight into geology and biology. About 35 students enroll each spring; perhaps a third of these are biology majors, and most of the rest are geology majors. The course is accompanied by a laboratory course that is taught as a separate course, Geology 523, also listed as Biology 623. It is possible to complete the course successfully without taking the laboratory, and a number of students choose to do so. Every summer I teach Geology 560 Introductory Field Geology. This course is taught at KU's geology field camp north of Caon City, Colorado, where we have a permanent facility. Teaching field geology is a high privilege for me, and I regard it as the most important course that I teach. Students typically go to camp at the end of their junior year. They arrive at camp thinking of themselves as geology students and return thinking of themselves as geologists.
