W10A5

Proposed Course for Development

Name of Student

Professor’s name

Date

Proposed Course for Development

Course Name and ID

The proposed course is Basics of Environment science and the course name is Original Course I with a Course ID: 07._original_course_i_patsmith_201891_2922_14.

Welcoming announcement

Hi everyone!

Welcome to Student insight! I’m Patrick, adjunct lecture, and will be taking you through the interesting, surprising, amazing and fascinating- world of human interaction with the environment for the next three weeks. The class will be officially beginning in September 5th and I will schedule the first live sync session teleconference as soon as possible. In the meantime, take a look at the course site and review the syllabus provided in the main navigation bar to the left. Check the course material where you will the assignments, video lecturers and other course content. You may want to get started early therefore, note that in each session or every week there are assigned readings which are in line with the learning objectives for each week. The learning objectives are listed on the course site and the assignment folder with writing assignments are provided with information about the midterm and final exams. General questions about the course are also provided where you are expected to post your response in the discussion board section of the course site and get other students responses before I do. I think that’s all for now, I look forward to meeting you on the discussion boards. Welcome!

Course Description

This course introduces students to think critically and apply basic knowledge from an environmental science perceptive. It covers an introduction to: basics of environment and nature, study of the habitat, and environmental conservation efforts. It also ventures into the philosophies of science, the environment, scientific evidence and the known scientific evidence. The course focusses on understanding and recognizing the environmental problems, how to solve these environmental problems, and the role science plays in environment discussions.

Course Materials

Institutional materials

Lecture notes and lab manuals will be available, this will aid the students have a direct connect with the lecturer and have any questions that may arise during the lecturers.

Allaby, M. (2002). Basics of environmental science. Routledge. Sold at the University Bookstore. The book provides all the fundamental knowledge in environment science needed by the students.

Supplementary materials

Miller, G. T., & Spoolman, S. (2012). Environmental science. Cengage Learning.

The book can be obtained online through https://books.google.co.ke/books?hl=en&lr=&id=NYEJAAAAQBAJ&oi=fnd&pg=PP6&dq=basics+of+environmental+science&ots=5FKgAfx7ch&sig=tRZkAouIxCWhMv2b9y4SzZIg8ho&redir_esc=y#v=onepage&q=basics%20of%20environmental%20science&f=false, in the University online library and helps the students to obtain the fundamental knowledge about environmental science discipline.

Miller, G., & Spoolman, S. (2007). Environmental science: problems, connections and solutions. Cengage Learning.

The book can be obtained online through the university online library on https://books.google.co.ke/books?hl=en&lr=&id=AJ4SnHbb-ZcC&oi=fnd&pg=PR3&dq=basics+of+environmental+science&ots=i5-QA_EOaQ&sig=RQhaFhAQiI_5g0bzDuE-gj9pA6Y&redir_esc=y#v=onepage&q=basics%20of%20environmental%20science&f=false. The book provides environmental problems, connections and solutions which are vital for student development in environmental studies.

Spellman, F. R. (2017). The science of environmental pollution. Crc Press.

The book can be obtained from https://www.taylorfrancis.com/books/9781351849258 and accessed through the University online library. It is important for the students to understands the facets of environmental pollution to fully understand the science behind environmental solutions (Spellman, 2017).

Learning outcomes

The students undertaking this course and mastering the materials of this class will be able to:

· Describe and identify the environment as a science and use science to solve environmental problems.

· Describe and identify environmental problems by applying critical thinking basing on the course materials mastering.

· Describe the relationship between living organisms and the environment.

· Describe the impacts and effects of human activities on the environment.

· Describe and identify the individual efforts to conservation of the environment.

Instructional strategies

The course will emphasize instructional strategies which are strategies that teachers use to help their students become strategic and independent learners. These instructional strategies that will be used includes:

· Group discussions. Group discussions are part of health and life skills that helps students to develop and build background on specific issues, create interest and motivation, and provide them with platform to express and explore new information and observation. Environment science is a broad field which needs students to use this instructional strategy to find as many solutions as possible to environmental problems (Miller & Spoolman, 2012).

· Independent study. This allows students to select a focus topic, identify problems or questions, analyze and gather information, apply skills and create a product which uniquely solves the problems to show what has been learnt in a course (Moore, 2014). Environment science requires students with high degree of self-directedness and mastering basic skills in research to help them identify and solving the various environmental problems. This is one of the main objective of the curse and this strategy will be best suited.

· Service learning. This involves applying the skills and knowledge learned in class in real life situations to positively solve what affect others. The students are able to strengthen their academic knowledge and build positive relationship with other people in the community and apply the skills gained in real life problems. Environmental science disciple involves students taking field trips and apply what they have learnt to the society (O'riordan, 2014). This strategy will work best for the student.

Weekly Schedule

Week 1

The first week of the course involves the student being taught about the basics of environment and nature. This will include environment as a science, procreation, and survival of species. Also, the students will learn the effects of climatic change on the environment. In addition, the effects and impacts of human activities on climate will be explored. This are in line with the learning outcomes, describe and identify the environment as a science and use science to solve environmental problems, describe and identify environmental problems by applying critical thinking basing on the course materials mastering.

Discussion questions

· Describe and analyze the environment as an integration of science and how science can be used to enhance sustainability in the environment.

· Identify and describe the various human activities that has led to environmental pollution and how the problems related to the activities can be solved.

Required activities

· Carry out a scan on the universities/homes surrounding and list down all the species you note around you.

· In groups of three, conduct a search on any climatic change effect notable around the university or your locality.

Week 2

The second week will involve the study of habitat, the students will learn the relationship between living organisms and their immediate environment. The students will also learn the effects of the alteration of the climate on the habitats and the effects of change in habitat on survival of species. This is line with the learning outcome, describe the relationship between living organisms and the environment.

Discussion questions

· Describe and analyze the different types of habitat and biomes present in the world with their species, noting species are not cows, but the different classes of animals including Rhinos (white and black etc.)

· Describe the various ways that the living organism interact with the environment.

Required activities

· Identify the different types of habitat and biomes around your home and school presenting a list.

· Scan and list the different types of living organisms you note around your school and home.

Week 3

The third week will involve a study in environmental conservation efforts. The students will learn the efforts the government has taken to conserve the environment including the statutes, regulations, regulatory authorities and institutions, and environmental conservation framework. The students will highlight how they can personally contribute to creating sustainable environment and the need to conserve the environment. This is in line with the learning outcomes, describe the impacts and effects of human activities on the environment, describe and identify the individual efforts to conservation of the environment.

Discussion questions

· Describe and evaluate the various conservation efforts by the government.

· Describe and examine the need for conserving the environment

Required activities

· Scan and list the environmental strategies employed in your state

· Observe and list various ways your family conserve the environment

Assignments

Question Quiz

· Define environment

· Differentiate between habitat and biome

· List five climate change causing human activities

· Define a species and give three examples of species

· What is conservation? Give three examples of conservation measures.

Writing Assignment

Write an essay (1500-2000 words) describing the various types of environmental degradation so far, and how human activities has made this possible. Use APA referencing, with 4 peer reviewed sources.

Reference

Miller, G. T., & Spoolman, S. (2012). Environmental science. Cengage Learning.

Moore, K. D. (2014). Effective instructional strategies: From theory to practice. Sage Publications.

O'riordan, T. (2014). Environmental science for environmental management. Routledge.

Spellman, F. R. (2017). The science of environmental pollution. Crc Press.